Play In Education

Play is used as a method of learning as children learn best when they feel secure and motivated. Their motivation comes from their wanting to do something, and all children want to play.

The freedom that comes with play allows a child to make up their own rules, goals, materials, people and time. This freedom develops a child’s confidence and self-belief; this will lead to a state of emotional security (Bennett & Henderson, 2013).

The use of learning through play is believed to encourage a child’s cognitive development. Spontaneous activity in children’s play can develop a child’s discovery, reasoning and thought. These activities include; ‘bodily skills and movement, make-believe play, direct concern with physical things, animals and plants, and direct enquiry into whys and wherefores” (Manning & Sharp, 1977, p. 12). There are many benefits of play in education. According to Bruce ‘play co-ordinates learning, different kinds of learning are brought together in play, it allows children to make the connections between classroom tasks and real-life scenarios’. (T, 1996)

The roles of the teacher or adult during play exercises is to allow children the freedom of choice, set up suitable environments, and encourage and suggest methods of play when the child’s play becomes repetitive and lacks progression. With the help of a teacher children’s play can be educational and have purpose (Manning & Sharp, 1977, p. 15)

There are three main forms of play which enhance the child’s educational development. These are sensory, imaginative and exploratory. Sensory play is when learning activities require the children to use their senses. For example, the use of shaving foam, play dough, sand, etc. for the children to form letter shapes and numerals and so on.

Imaginative play enables the child to use their imagination. This method of play can be seen in role play activities such as ‘dressing-up’, ‘home corner’ and ‘castles, caves or forests’. In these play situations a child develops their speaking and listening skills, story-telling and social interaction. Below is an example of a school in the Swansea area taking part in a role play exercise which taught them about the real life experience of a wedding as part of their topic ‘happiness’.

(Swansea, 2013)

Finally, exploratory play allows children to find out things for themselves. They are able to explore their surroundings including the outdoors, in a safe and secure manner. They can handle and explore the use of tools and equipment, make choices about materials and selecting equipment to use, and through adult encouragement they are able to ask and answer relevant questions.

Play is encouraged in the classroom as it allows every pupil an opportunity to develop their own potential and capabilities, regardless of their level of intelligence.

References

Bennett, V., & Henderson, N. (2013). Young children learning. In W. S, A Student's Guide to Education Studies (pp. 168-174). Abingdon: Routedge.

Manning, K., & Sharp, A. (1977). Structuring Play in the early years at school. London: School Council Publications 1977.

Swansea, C. a. (2013, November 3). Plasmarl Primary School. Retrieved December 29, 2013, from Plasmarl Primary School: https://swansea-edunet.gov.uk/en/schools/Plasmarl/Pages/CMSImageView.aspx?a=338558fdefd14252ae2b227484288e50&i=38

T, B. (1996). Helping Young Children to Play. London: Hodder and Stoughton.