The Serious Business of Play

by Helen Muñoz, Early Learning Center Principal

Step inside the Early Learning Center (ELC), and you’ll find a team of educators who, through careful planning, intentional design, and a deep understanding of children’s cognitive processes, pride themselves on being "protectors of play." Why does play need protecting, you may ask?

Because through play, our young people learn language, knowledge, skills, and conceptual understanding. It nourishes their bodies and minds with all they need for their educational journey, now and in readiness for big school when that time comes.

As part of this development, young people pass through what expert Mildred Parten Newhall calls the Stages of Play*.

In the ELC, students transition from onlooker to cooperative play, driving immense growth in all domains, especially social skills.

To encourage this growth, Early Years spaces are intentionally designed into areas that support play: such as the mud kitchen, makerspace, and home corner.

If you ask an ELC student what they did that day, they may well answer,

"I made a mud pie!"

But if you take a closer look at what that really means, it would sound a little more like,

“Today I used my gross motor skills to hold and carry a heavy pot back and forth from the water barrel to the mud kitchen.”

“I used my fine motor skills to turn the tap on and off, and my hand-eye coordination to track the water level.”

“I developed mathematical understanding as I worked out how much water was needed to fill the bowl. I counted three full bowls as I emptied them into my bigger vessel, shaping my number sense.”

“I explored causation as I tried to perfect the muddy texture. Not enough water doesn’t work, too much, and I’ll have to start again. I inquired and persevered until I got it just right. All my senses were engaged as I heard the water and felt it on my body.”

“I learned through doing and trusting myself to be independent, and having agency of my learning. I waited my turn at the tap before heading back to share my water with the other chefs. My social skills helped me to make friends and be in a community.”

“I was full of joy and did it all many, many times, as I learn so much from repetition— strengthening the neurological pathways in my brain.”

So yes, our ELC students are just playing—and what a serious business it is!

*Mildred Parten Newhall Stages of Play

Unoccupied Play: Early random movements and observing surroundings help infants gain bodily control, crucial for development.

Solitary Play: Children interact during play, sharing materials and talking, but without common goals.

Parallel Play: Children interact during play, sharing materials and talking, but without common goals. 5 6 3 2 1 4

Onlooker Play: Children interact during play, sharing materials and talking, but without common goals. 5 6 3 2 1 4

Cooperative Play: children engage in organized activities with shared goals, taking specific roles, enhancing social skills.

Associative Play: Children interact during play, sharing materials and talking, but without common goals. 5 6 3 2 1 4