MRS KAREN HUMPHREYS
presch ool coordinator
We don’t stop playing because we grow old; we grow old because we stop playing. - George Bernard Shaw UNDERSTANDING THE IMPORTANCE OF “PLAY” IN PRESCHOOL
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ne of the most important conversations I have with Preschool parents is regarding the significance of play in early childhood development. Children have an inherent propensity to explore, inquire and learn, and play provides improvisational potentials for children to learn in an environment that comes naturally to them. Play develops the “whole child” and lays the foundations for future learning. The impulse to play comes from a natural desire to understand the world. This play impulse is as strong as their desire for food or sleep. It is this intrinsic motivation that allows a child to regulate his/her own feelings and desires in order to keep playing. Eventually, children find it more important to be part of play with their friends than to satisfy their own wants and needs at that moment and, as such, children learn self-control. Research indicates that self-control has been shown to lead to success in later years, especially in today’s information age, where distractions are part of daily life.
In true play, children are so fully engaged that they lose awareness of their surroundings, time and space. In this risk-free atmosphere where reality is suspended, children have the security and safety they need to experiment, try new ideas, and investigate the laws of nature. Although they are immersed in
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their play, children still can recognise reality versus fantasy. During the day at TSS Preschool, play can be totally unplanned or, at other times, educators carefully determine provocations for play that will provide opportunities for desired outcomes to be developed. The boys will engage with the provocation and take it in the direction that suits their needs and interests at that time. Educators will then scaffold the boys through questioning and negotiation to extend this interest further. Pre-literacy and pre-numeracy are continually embedded throughout these provocations and the children’s play. However, a child may impulsively make a change. One child changes his mind, or perhaps a toy does not cooperate. This sense of the unknown provides children with opportunities to develop flexibility in their thinking and decision making, which is a vital life skill.
Additionally, play helps to build selfworth by giving a child a sense of his/ her own abilities and to feel good about themselves. As play is fun, children often become very absorbed in what they are doing. In turn, this helps them develop the ability to concentrate. Both free play and guided play are essential for the development of academic skills including; reading, writing, mathematics and science.
Providing children with a range of resources will help them learn in a number of ways: • Sand and water play can be an early introduction to science and maths, e.g. learning that water is fluid, not solid, and that it can be measured in different sized containers. • Playing with dough, drawing and painting pictures, dressing up, playing with dolls can encourage creativity, imagination and expression of feelings.
