In Issue 12, our welcome article is from the Director of Early Learning, Kristin De Vos
The Importance of Play
‘All we do is play’ is a common myth heard by Early Childhood Educators. It is true that play is a big part of the Early Year’s curriculum, however, almost 90% of the child’s brain develops in the first five years and play is one of the best ways to support that development. When we stop to think about the exponential growth that happens from birth, it is amazing. In those first five years children learn to walk, run, jump, talk, socialise, gain greater ability over their fine and gross motor skills, begin to understand the social complexities of society, and gain a deeper understanding of the world around them and their impact on it. And most of this is learnt through play. From the first Peek a Boo games we play to pretend cups of tea and coffee that is shared with the children, they are learning. Play is the child’s natural language. Through play experiences children learn about themselves and the world around them. Play is a valuable vehicle for children’s learning and through it, children construct and deconstruct ideas, test theories, explore social connections and engage with the world.
While it may look like ‘just’ play from the outside, embedded into these experiences educators are teaching strategies to support and strengthen a child’s development. They are supporting their problem-solving skills, their curiosity, regulation skills, communication and sharing. This makes play very beneficial and meaningful for children.
In the Early Learning Centre (ELC) we use this play and children’s interests not only in subject matter but also to plan experiences for the children’s continual growth and learning.
Play allows us to respond to children’s ideas and developmental needs. Too much input from educators can compromise play. Our role should be seen as giving encouragement, adding to play sequences, and promoting child-directed activities. This all leads to children reaching higher levels of cognitive, social-emotional, and linguistic abilities. Play is the driver of development.
We are very careful to make our play experiences purposeful. It is a balance between the autonomy the children feel in driving their own learning and the need for Educators to ensure that their play is purposeful and continues to develop deep meaningful engagement.
Woven into our curriculum or purposeful play we have intentional teaching moments where we take a direct teaching goal and work with the children to achieve this goal or outcome, guided play where we use the play to guide children to be successful in the learning outcome and child-led play where we sit in the moment and enjoy and share the joy of playing with the children as they learn.
Play is learning and learning should be play-filled, and I am lucky enough to have my days filled with the joy of learning.
Kristin De Vos | Director of Early Learning
