A guide for parents in understanding and supporting play
by Laurie Nash
Figure 1
Children in sandpit
Note. Qimono. (2016) Children in sandbox [Photograph], Pixabay.
https://pixabay.com/photos/children-sandbox-boy-girl-son-1730248/
A statement often said to describe something that is simple or not necessarily important is - "it's child's play." This could not be further from the truth. Play presents a myriad of possibilities for children to discover, create, socialise, problem solve, learn, physically develop and simply have fun (Hunter & Sonter, 2012). The importance and right for children to play has even been recognised and included in the United Nations Convention on the Rights of the Child (UNICEF, 1996). There is also extensive research evidence on the benefits of play for children from many sources (Fleer, 2017; Ebbeck & Waniganayaike, 2016; Bodrova & Leong, 2016).
However, despite this information, trends suggest that increasing importance is being placed on totally adult planned and structured learning experiences with less time for free play and leisure activities for both children and families. There may also be a lack of understanding on the connection between play and learning in the early childhood years (Huismann et al., 2013). This post discusses what children learn in play and the role of the adult in supporting and setting up an environment for play to develop.
Listen to the video below on the importance of play and simple play experiences with your child at home.
Setting up the environment for play
An environment for children’s play can be much more than just providing children with some toys or resources. A learning environment in early childhood also encompasses the time and space for children to freely explore and interact with parents, educators and other children as part of an environment for play (Hunter & Sonter, 2012), as seen in Figure 2. Intentional teaching, a practice of the Early Years Learning Framework (EYLF) (Department of Education, Employment and Workplace Relations (DEEWR), 2018) builds on the environment to create an optimal environment for mature play to develop.
Figure 2
Elements of an environment to develop play in early childhood services
Note. Adapted from Hunter & Sonter (2012).
Educators in the video below have set up some beautiful learning environments to encourage play using many of the elements as stated above (Natural Learning Initiative, 2018).
What is mature play and why is it important?
Mature play is play that encourages and supports learning and development in early childhood. Children start learning to play right from when they are babies, playing simple games such as peek-a-boo with their parents or caregivers. It takes significant people in children's lives such as their families and other adults for play to reach its full learning potential as mature play (Leong & Bodrova, 2012).
Ebbeck and Waniganayake (2016, p.s. 101-1-3) states the following qualities that exist in mature play.
Embodiment - mature play is an experience that isn't passive, it involves the whole body and emotional responses
Emotions - Curiosity, fun, awareness of others feelings and sometimes negative feelings.
Collaboration - Working with others to create play experiences and expressing themselves to others, developing rules of play with other children. Also being aware of the needs of other children in play.
Action - Physical movement and action
Narration - Forming their own story of their play
Creativity - Not just the creation of artworks or documentation but in the use of imagination, ideas and the use of problem solving skills.
Insight - Problem-solving aspects of play and making discoveries on how to extend and enrich their play as they collaborate with others.
During the observation taken to develop a play plan (See Appendix A) many aspects of mature play were observed. Children through their use of the resources in the environment created a narration that incorporated the use of imagination and creativity to develop an interesting story of aliens starting a fire at their suburb. This connects to the narrative aspect of play, with the children making up their own story (Hakkarainen et al., 2013). In this example of play children created the narrative of their play with a beginning of the aliens creating the fire, the children taking on roles to extend the scenario and then the conclusion of the play.
What could be observed in their play was imagination and creativity. True narrative play is developed however over an extended period of time, which was not the case in this short play scenario. One aspect of mature play that was observed needing support from an educator was in the collaborative element and being inclusive of others in play. Some children needed explicit support to be inclusive and allow the play to continue and develop. This links to what an educator can do within the Zone of Proximal Development (Bodrova & Leong, 2007)
Zone of Proximal Development and play
The Russian psychologist Lev Vygotsky who lived between 1896 to 1934 developed a socio-cultural theory of child development. One of his more well known theories is in the importance of understanding how a child's level of development can be scaffolded by someone significant in a child's life. What he termed the 'zone of proximal development' is described as taking a child from their existing knowledge to what they can achieve with support from another source (Bodrova & Leong, 2007). This could be a peer, a family member or an educator. If you are interested in learning more about the Zone of Proximal development, it is described in the video below (bcb704, 2012). While this video is about the role of a teacher this could equally apply to the support of a parent or family member in children's play.
Supporting the development of play at home
In the home context parents have a vital role in their support of developing children's play. Play first develops in the individual culture of the home environment which is a child's first learning space. Parents belief in the value of play and their involvement in it alongside their child can support the idea in children that play is a fun and enjoyable activity. It can also develop bonds between a parent and child, along with the benefit of promoting child development (LaForett & Mendez, 2016).
Parents have the capacity with their initimate knowledge of their child to support and guide children as they play. As children invite them into their play, parents have the opportunity to model it through many of the same methods utilised in early child services. Rymanowicz (2015) gives parents a number of tips in how to support children's play at home.
How does planning for play start?
Planning for play can start with the simplest of ideas or observations. Responsiveness to children's interests and ideas they generate in play is stated in the EYLF (DEEWR, 2018) to be the basis of the decision making process in an early childhood service curriculum. It also guides the setting up of a play environment. During an observation of play (see Appendix B) children were seen to have an interest in imaginary role-play scenarios that were based on their interest in fire-stations. Throughout the observation children displayed characteristics in what has previously been described as mature play. One area that was observed that children needed support in was in the idea of collaborating with others in developing the complexity of their play. This was the area that an educator was able to enter into the play to allow the play to develop.
A play plan was developed to support the play into developing further collaborative and mature play based on this interest, using a three phase process of learning ((Hujala, Helenius & Hyvonen, 2010, as cited in Fleer, 2017). ) which is described in Figure 3. It summarises the play that was observed and ways in which the play could be extended using a play plan.
Figure 3
Play observation summary and play plan possibilities to extend play learning
What happened during the play?
Note - This is a summary of what happened during the enacted play plan . For full details see Appendix B.
As we planned the play the children were quite excited to be in control of this part of the process, gathering up some resources from the shed and around the yard. (See Figure 4)
Figure 4
Gathering resources
There was a little confusion on whether to build one large fire station or several small ones. The educator suggested we build one large one so everyone could fit in. The children took charge in deciding how the walls would be built around the fort area so that they could have a bedroom for the firefighters. As seen in Figure 5 groups of children assigned themselves roles on which areas they would build.
Figure 5
Building the fire station
The children decided who would be in the house and call the fire station. Some children stayed in the fire station to come and put out the fire when they were called (see Figure 6). As the play developed more equipment was added by the children such as ladders to climb into the house.
Figure 6
Putting out the fire
The educator entered into the play on occasion, supporting the children in negotiating the use of resources, resolving conflicts and in cooperating with each other as they assigned different roles. After a short amount of time scaffolded by an educator, the children created their own scenarios and changed the roles as the play unfolded. Some children wanted to create their own assessment by doing some drawing in ebooks (see Figure 7) and doing recordings of their voices, while others used construction pieces to make some fire engines.
Figure 7
Drawing in a digital ebook
What does this say about play?
The theorist Vygotsky believed that mature socio-dramatic play is one of the leading activities in early childhood that can promote development . Around the age of three children develop an intense interest to imitate the world around them in their play (Bodrova & Leong, 2007). You can often see children in their play being doctors, fire-fighters or storekeepers, and also copying the activities they see their caregivers and families participating in, such as being a mother or father (Hostettler Scharer, 2017). Through this play they make sense of their world, and develop their awareness and understanding of their cultural surroundings.
There are many ways that families and educators can promote the development of mature play in children. What was observed in the enacted play plan that seemed to impact and develop the collaborative nature of the play the most, were three concepts of supporting mature play described by Bodrova & Leong (2007).
1. Planning of play - Planning for play helps children understand the specific roles that they can be involved in during their play . It can help them in their understanding of a shared activity with their peers. The role of the adult in the planning stages of play is not to take over but to to give children support as they develop their ideas and collaborate with others. Planning for play may make it seem an adult controlled situation and no longer play. Leong & Bodrova (2012) developed a framework for children's learning and play based on the theories of Vygotsky. They discuss how in the current era a growing number of children no longer have the same opportunities for unstructured play. They are often lacking even in their knowledge of how to play. Thus, the role of an adult is crucial in supporting children's play skills. For further reading, more information on Bodrova and Leong's work can be found here (Tools of the Mind, 2015).
2. Sufficient time and space for play - Children need time and space for play to naturally develop without interruption. Allowing sufficient time for play to develop gives children opportunities to explore ideas. Giving them time also allows them opportunities to unpack these ideas and develop their interests with the carefully considered support of an educator or other adult if needed. Hunter & Sonter (2012, p. 35) state that giving time for children to play gives them opportunities to pause, slow down and support their 'sense of wonder'.
3. Encouraged the development of peer mentoring - The time frame of the first stage of play developed over a period of hours. During this group play experience some children took on more of a leadership role. They directed others and took charge of both collecting resources and enacting the play scenarios. They gave confidence to the other children who were more unsure of the roles they could take on in the play, and made the environment inclusive. The development of leadership characteristics in the play supports the theorist Vygotsky's socio-cultural theory. He states that what to the casual observer seems simple play, can support development across the social, cognitive and emotional domains (Bodrova & Leong, 2007). Leadership in children's play is a topic not often discussed in research. However when we see children as active, capable learners it can be seen as an important part of children's development, both now and for their future societal potential (Ebbeck & Waniganayake, 2016).
The Power of Play
In summary, it is clear that for children play is a powerful tool in their ability to to understand and explore their world and to have fun while they are learning. A famous quote by Lev Vygotsky (Vygotsky, 1933) included a statement that in play a child is, "a head taller than himself." It takes the support of significant people in children's lives to promote, support and allow children time and space, along with the environment to encourage their play. Through this we are giving them opportunities to develop to their fullest potential.
Further reading suggestions for parents on how to support and understand children's' play:
(The above links are a part of a series on play)
Supporting play activities
An app with some ideas on play experiences in everyday situations can be found here.
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