Play as Learning
Overview
This is a template for an inquiry project in a senior level early childhood course.
Audience Interaction
Play Based Learning: Introduction
Learning through play should include updated research about playful experiences, explain the role of both the child and the adult, and state the desired outcome of the play. 1
Play is a spectrum that can vary from being child-directed, adult-guided, or adult directed. 1
Holistic skills developed by play include socio-emotional learning, creative thinking, global competence, innovation, and physical development. 1
Neuroscientists have found that play stimulates the production of a protein that is responsible for growth of neurons and synapses. In this way, play is directly responsible for some growth in the brain. 1
Playful experiences lead to deeper learning
Learning through Play-Student Experiences
- Learning through play can build creative, social, cognitive, engagement skills etc. (1). To include play in class, schools have to think about how the students are going to accept playful learning. It has been confirmed that play is relevant and useful in primary schools (1).
Let’s first see what play is and how to use it in schools.
https://youtu.be/t9xyrAsCe0M?si=h-wP1ekWtngHtTHY
- It’s important to know your students, know how they interact with one another, and know how they learn best. Because this affects how they experience play as learning. Each student is different, so each student will have a different reaction to play. So being able to adapt and have options for every student is a big part of play as learning. A good way to help students experiment with different types of play is to put them into groups and let them rotate throughout the room.
Types of Play Based Learning
Problem-based learning
Involves working through and reflecting on problems in small self directed groups with guidance from teachers as facilitators
"CI 149 Tues 4PM Problem Based Learning" is licensed under CC BY 4.0
Guided discovery learning
Occurs when the learner is not provided with the target information and must find it independently
"Guided Discovery Lesson Plan" is licensed under CC BY 4.0
Inquiry-based learning
Student centered approach to teaching and learning where a unit of work is organized around relevant, authentic, open ended questions
“Inquiry in Social Studies-A Lesson from Grade 1" is licensed under CC BY 4.0
Play, Learning, and the Brain
Play is essential for brain development. Brains develop rapidly by age 2; our brains are 80% of adult weight, and by age 5, they are 90% of adult size. Play stimulates cognitive functions such as creativity, critical thinking, and problem-solving. Play encourages children to explore the world around them. Furthermore, play boosts social and emotional development by allowing children to communicate, cooperate, and empathize, crucial skills for real-life situations. For these reasons, merging play into the school curriculum makes learning pleasurable and nurtures well-rounded individuals with healthy and adaptable brains. Play is crucial for the development of motor skills, fine motor skills, and gross motor skills. For example, kicking legs as an infant, clapping hands as a toddler, and running around obstacles as a child.
A lack of play in school can damage children’s development and well-being. It is a crucial part of a child’s learning process. Removing play from schools puts children at risk of hindering their academic performance. It removes their opportunity to become well-rounded individuals. Play is not a luxury. It is a necessity for healthy child development.
Parts of the Brain
- Cerebrum
- The largest part of the brain.
- Controls the organs that control our senses, such as touch, hearing, vision, and temperature.
- Initiates and coordinates movement
- Cerebellum
- Coordinates and regulates muscular activity
- Brainstem
- Sends information to the body to regulate heart rate, breathing, balance, etc.
- Frontal Lobes
- Associated with planning, memory, impulse control, and reasoning.
This is a fantastic activity for students to build language skills through collaboration with students. Through imaginative play, children have the opportunity to role-play real-life experiences. This dramatic play allows children to be store owners, bakers, customers, or cashiers. They are taking orders, checking out customers, making decisions, etc. Children boost fine motor skills through imaginative play by handling money and preparing food. They also have the opportunity to make decisions. It allows them to express their emotions and boost their creativity.
For more information about this imaginative play, visit: https://oercommons.org/authoring/47526-dramatic-play-grocery-store-bakery/view
Final Conclusion
The learners that are relevant to learning through play and that were studied, were learners aged 6-12. Experiences from learning through play are designed to make purposeful use of resources to incorporate child-led, teacher-led, and teacher guided opportunities. Learning through play builds social, cognitive, creative engagement skills etc.(1)
It creates a positive learning environment by reducing stress and promoting inclusivity. Children should be given ample opportunities to engage in numerous forms of play for their holistic development. Play should be recognized as a significant part of early childhood education and should be integrated into the curriculum.
References:
"Brain Pictures" is licensed under CC BY-NC-SA 4.0
"Connected learning " by Nic Askew is in the Public Domain
"Dramatic Play-Grocery Store/Bakery" by MSDE Admin, Cheri Helmstetter, Amy Toms, Kristen Johnson, Bob Wagner is licensed under CC BY-NC-SA 4.0
Learning Through Play at School-A Framework for Policy and Practice" by Parker, Thomson, Berry is licensed under CC BY 4.0
"Loaf of Bread" is licensed under CC BY 4.0
"Stages of Development" by Lisa Rosen-Aydlett is licensed under CC BY 4.0