Florencia Rumi 4ºA

What is the teacher’s role in supporting play in early childhood classrooms?

Play is a universal phenomenon and serves both natural and biological functions. Through play, children learn about the ever-changing world (Elkind, 2003). Teachers and families often view the value of play in different ways. Early childhood teachers say that “play is a child’s work” while some parents ask, “Did my child just play all day?” Play is sometimes seen as the opposite of teacher-directed and organized activities. The different descriptions of the value and purposes of play add to the dilemma of what and how classroom teachers can support learning and development for young children by providing carefully planned and supervised experiences. This article will explain the importance of the teacher’s role in supporting play in the early childhood classroom.

Why does play belong in early childhood classrooms?

Much has been written about the cognitive, social, emotional, and language benefits of play, as well as the types and stages of play that take place in early childhood classrooms. Both the Association for Childhood Education International (ACEI) and the National Association for the Education of Young Children (NAEYC) recognize and uphold the need for play as an essential part of early childhood education (Bredekamp & Copple, 2009). The theories of Piaget (cognitive and physical development) and Vygotsky (socio-cultural experiences) describe play for children as optimal learning times (Elkind, 2004). Brain research also supports the importance of play during the critical periods of brain growth during the preschool years (Healy, 2004). Language supports symbolic thought in the play setting and is seen as a vehicle for the development of self-regulation, cognition, and social competence (Bredecamp & Copple, 2009).

What are some of the defining characteristics of play?

When children play, they have active engagement with materials. They are intrinsically motivated and have freedom from external rules. Play allows children to be attentive to the process at hand, and children display a positive affect when playing (Nell & Drew, 2013). Children begin to think symbolically when they play. For example, using a block and pretending it is a telephone, or pretending a pegboard with pegs is a birthday cake.

What is important when designing environments that promote play?

Teachers should begin by providing opportunities for children to have spontaneous, unstructured child-initiated play experiences. With this in mind, the classroom design must also be conducive to play. Children need a large enough area for playing with two or more peers in an area where they will not be interrupted. The teacher must also provide stimulating materials to enhance and entice children into play. Materials should include loose parts that are open-ended and empower creativity by providing children opportunities to think, plan, and carry out their play.

What is the role of the teacher in play?

The benefits of play are maximized when teachers facilitate play, as limited learning may take place otherwise. Teacher support is also seen as a necessary component of developmentally appropriate practice. Teacher interventions during play take on many possibilities from assisting with problem solving, questioning, redirecting undesired behaviors, and enticing children into play themes. Teachers must also teach play skills to children who have difficulty entering into a play scenario.

Source: http://www.ttacnews.vcu.edu/2014/02/what-is-the-teachers-role-in-supporting-play-in-early-childhood-classrooms/, published on 18 february , 2014.