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Play

In order to understand who, when and where on play, one must define what play exactly
is. Play is the ultimate realization of early childhood educators maxim of, learning by doing
(Feeney, p. 305). Since its been observed that children learn best by doing things hands-on,
teachers work within a childs play allowing them to- learn, expressing their understanding in
the world, and so that early childhood educators are achieving their curriculum and learning
goals (Feeney, p.305). Therefore, the key point about play when you are observing it is,
understanding what you see! No matter how much you take away from childs play, you can
never take play out of a child, because childrens play provides a window into their lives
(Feeney, p. 306); I which will help them discover who they are and want to be.
In play children learn to set goals, plan how to proceed, develop the ability to focus, and
create ways to organize their approach to cognitive tasks (Bronson, 2000). Cognitive
development as you see is the primary tool in play that allows child to make sense of their
experiences. For example, a child has a puzzled with 20 pieces, he/she have to plan how to
remember where the pieces go and focus of putting them back. Another way to understand this
develop is by sharing Piaget and Smilansky, who were two theorists that looked on how play
was able to support cognitive development by forming stages of play. Smilansky based her work
from Piagets ideals of play, practice or functional play (infancy to 2 years of age), symbolic
play (2 to 7 years of age), and game with rules (7 to 11 years); however, her stages were more in
depth compared to Piagets. She also added another play that was concerning a childs cognitive
development called constructive play, the mode we use throughout life for discovery and
practicing how to use unfamiliar tools and materials (Feeney, p. 318).
ALTHOUGH I
DONT HAVE
THE REVISED
VERISON OF
THIS
DOCUMENT
WITH
TEACHER
GRADINGS,
THIS AREA
SHOW MY
ENHANCED
KNOWLEDGE
AND
UNDERSTAN
DING THAT
YOU CANNOT
TAKE PLAY
AWAY FROM
A CHILD
BECAUSE ITS
PART OF
THEIR
EVERYDAY
LIFE.
Next , lets take physical development for example, studies show that regular physical
activity helps children be fit and healthy, improves self-esteem and decreases the risk of serious
illness such as heart disease and stroke later in life (Health and Safety Notes, Active outdoor
play). You can clearly see that, not only will you destroy the enjoyment of play in a childs life,
but their growth and fitness aspect would not be fulfilling if it wasnt for play. The
concentrated play of childhood leads naturally to the physical mastery that was probably
essential to our survival as a species (Feeney, p.316). If we want a child to stay healthy and
strong this development has to be in full effect for children as well. For instance, if a teacher
takes away childrens play time of running, jumping (etc.) than child later in years might become
obese for lack of exercise.
Children social skills are increased during play to, they learn how to cooperate, express
and develop the proper behavior with other peers and their teachers. Their social interaction
skills are being enhanced as, children learn how to initiate play with relatives, family friends,
and peers (Feeney, p. 317). Sarah and Ashley are in the kitchen area helping each other clean.
Sarah says, You can do the big pots, and Ill do the small pots; Ashley nods her head
responding, I like that ideal. This example implements how, children learn the awareness of
others, cooperation, turn-taking, and social language (Feeney, p. 317). Looking at this
viewpoint concerning childs play shows how important it is to interact with your peers so you
know what they like, want and need.
Lastly is the emotional development in a child during play. Freud and his followers
identified play as a primary avenue through which children express and deal with their fears,
anxieties, and desires (Feeney, p. 316). This is another important area that is valued during play,
children are free to express themselves without taking about their speech as they play. They will
I HAVE
GAIN THE
SKILL AND
KNOWLED
GE TO USE
ENCOURAG
E PLAY
MORE
THORUGH
PHYSICAL
ACTIVITY
INVOVLME
NT AND
HOW
IMPORTAN
T A CHILDS
GROWTH
AND
FITNESS
NEEDS TO
BE
DEVELOPE
D
never be able to, master their fears; resolve internal conflicts; act out anger, hostility, and
frustration; and resolve personal problems for which real world offers no apparent solutions
(Feeney, p. 317), if you take their play away. Lets take Child a for example, during free time, I
provided soft blocks in the block area for children who I notice didnt like the hard ones. While
playing I notice Child A became very upset because he couldnt stack the blocks like the other
children. Child A went to the other child and asked him can he help because he wanted his
blocks like his. The other child assist in helping him so he wouldnt become sad. This example
shows how he was able to deal with his situation, while be able to express his thoughts and
opinions. If their emotional development is not consistently used, we as providers/ educators take
away their feelings and speech which may cause them a since of insecurity in the future.
In conclusion, there is no appropriate way to x-out play for children. Once people who
disagree about play, take the opportunity to see how important it is; they will realize its potential.
Children learn at their own discretion, so rather we take play out and input something else in;
like structure-based, doesnt mean child will learn from that neither. The best thing educators can
do is continue to enforce to importance of play for the children, while helping others (parents,
caregivers etc.) understands it, and relate to it. Its like a precious gift that would be a devastation
to children if took away.




This
section
shows my
ability to
provide
different
types of
blocks in
the block
area to
see how
child will
use
his/her
social-
emotional
developm
ent. It
always
shows my
understad
ning unto
why play is
important