The Value of Play
Too often, adults think that the more children learn at a young age, the better they will do in school and life. Hyperfocusing on the academic part of learning letters and numbers, reading, writing, and math seemed to be a solid strategy. The idea that being introduced to this as young as possible would help them be better prepared for school as they grew up was a very traditional train of thought. However, play is a vital role in children’s lives and learning.
In the NPR article on a study, ‘A top researcher says it’s time to rethink our entire approach to preschool,’ some of the findings were surprising. Dale Farran and her co-authors at Vanderbilt University followed groups of children in Tennessee from pre-K through sixth grade. The study started in preschool and included 2,990 low-income children admitted to free public kindergarten by lottery. They found that the children in PreK scored higher on school readiness by the end of their first year. However, after third grade, they were doing worse than the control group, and after sixth grade, they were doing even worse with lower test scores, more likely to be in trouble in school, and more likely to be in special education (Kamenetz, 2022). Assuming that the better they start, the better they will do going forward, like Boston’s PreK program results. The Boston PreK program study included children of mixed-income families. The study is like Farren’s Tennessee study, but the results differed. In the Boston study, preschool kids had better disciplinary records and were likelier to go to college and graduate from high school. “Why do we put so much pressure on our pre-k programs?” (Kamenetz, 2022). This question was very thought-provoking. Farran has found that the children eventually do better with a play-based program. Kids learn a lot through play.
Play is a meaningful and necessary part of children’s development. When playing make-believe, children develop executive functions such as self-regulation (Spiegel, 2008). The engagement of all our senses builds confidence, self-esteem, and cognitive development (Almon, 2009). Complex play requires at least 45 minutes and engages the ‘what if’ thinking. Children can learn from failure, mistakes, and favorable outcomes by trying new possibilities (Carter, 2015). They build trusting relationships through play because it is neurological, cognitive, physiological, and socio-emotional. Play is a free and joyful way to explore, engage, and connect with the surrounding world (Gross & Cornelli Sanderson, 2012). It is a crucial part of children’s lives because this is where exploring and learning, connecting with others, and developing new skills come into place.
Unfortunately, children are not playing like they used to. It has morphed and changed over the years. Countless hours would be spent making up games and rules using imaginative play. Now, they have more specific toys for play and predetermined scrips. Additionally, so much of their intake is geared toward a digital world. This trend begins to shrink the size of the children’s imaginative space. Over the years, parents also became more concerned about safety and created secure play environments that did not include threats from the outside world—for example, using sticks as swords. These trends have changed kids’ cognitive and emotional development (Spiegel, 2008). When we give children risks, they rise to them, but when the play spaces are free from dangers, they are often less conscious of hazards and have accidents (Almon, 2009). Children must be aware of risks so they are prepared to respond to them.
Occasionally, children’s play gets blocked, and we as adults need to help them remove the blockages to remember how to play (Almon, 2009). Often, this is encountered with a wandering child who forgets how to play and develop games independently or those who have trouble finding a space to play. This change is becoming more familiar with all the opportunities for electronics and toys that are readily available. Sometimes electronics are more convenient for families, or a bad habit of handing their child a tablet or turning on the television. Parents have busy lives and are just doing what the child wants, making it the most straightforward solution, not thinking about the negative impacts it could have on the children.
With a new perspective and understanding of how important play is, I want to help children find new and innovative ways to express themselves, mainly focusing on the wandering child. They may not have the basic play skills to engage in meaningful play (Zeak, 2015). By observing the child, we find out where they are having difficulty. Then, we enter the play experience with them, offering suggestions and asking questions to get their interest (Zeak, 2015). Building on their skills and interests.
Another exciting thing that has been discovered is that is rough and tumble play is different from fighting. This play is not allowed in daycares or schools because teachers are instructed to view it as fighting. However, children can learn the give and take of social interactions. They can also practice signaling and detecting signals. These are social skills used later in life by reading and understanding body language. Rough and tumble play is also suitable for cardiovascular health by engaging in vigorous play (Carlson, 2009). This form of play was a popular outside game before safer practices existed.
This is an opportunity to provide resources to parents with information on the value of play, how much children learn through play, and how important it truly is. Screens often take over child and family playtime (Levin, 2016). Hopefully, by sharing the value of play with children and their families, we will see a change to how children used to play, spend less time with screens or specific toys, and get out there to use their imaginations!
Play and healthy child development are connected. Children can grow and learn through play, including physical development, language, cognitive, and social-emotional skills. Physical skills by climbing, running, rough and tumble play. Language by communication with other children and body language. Mental by exploring possibilities and learning the what-if play (Carter, 2015). They also learn social and emotional skills by learning self-regulation, peer interactions, and learning about the world around them.
Children learn through countless mediums. Play is imperative, and it is essential that children, family members, and teachers are aware of this and encourage play, not only indoors but also outdoors. Add materials and equipment. Do not be afraid of a child getting hurt or making a mess with developmentally appropriate activities for them. When given risks, the child will be more aware of them and rise to them (Almon, 2009). How teachers, parents, and caregivers see learning through play is a powerful professional development experience (Carter, 2015). The value of play is an essential element in child development.
References
Kamenetz, A. (2022, February 10). A top researcher says it’s time to rethink our entire approach to preschool. NPR. Retrieved March 3, 2022, from https://www.npr.org/2022/02/10/1079406041/researcher-says-rethink-prek-preschool-prekindergarten
Spiegel, A. (2008, February 21). Old-fashioned play builds excellent skills. NPR. Retrieved March 13, 2022, from https://www.npr.org/templates/story/story.php?storyId=19212514
Almon, J. (2009). The fear of play. The Fear of Play | ChildCareExchange.com. Retrieved March 13, 2022, from https://www.childcareexchange.com/catalog/product/the-fear-of-play/5018642/
Carter, M. (2015). Teacher research on play and School Readiness. Teacher Research on Play and School Readiness | ChildCareExchange.com. Retrieved March 3, 2022, from https://www.childcareexchange.com/catalog/product/teacher-research-on-play-and–school-readiness/5022338/
Gross, S., & Cornelli Sanderson, R. (2012). Play is the way. Play Is the WAY | ChildCareExchange.com. Retrieved March 13, 2022, from https://www.childcareexchange.com/catalog/product/play-is-the-way/5020750/
Zeak, G. (2015). When a child does not play. When a Child Doesn’t Play | ChildCareExchange.com. Retrieved March 13, 2022, from https://www.childcareexchange.com/catalog/product/when-a-child-doesnt-play/5022138/
Carlson, F. (2009). Rough and tumble play 101 – childcareexchange.com. Retrieved March 13, 2022, from https://www.childcareexchange.com/library/5018870.pdfLevin, D. (2016, September 6). What has happened to play? Community Playthings. Retrieved March 13, 2022, from https://www.communityplaythings.com/resources/articles/2016/endangered-play