"We worry about what a child will become tomorrow, yet we forget that he is someone today." ~ Stacia Tauscher
The child from four to seven is capable of a wider range of imagination. These years are regarded by psychologists as the most active imaginatively in human life. Capable of imitation of the ideas as well as the acts of adults, the child uses dolls, soldiers, Noah's arks, carts, playhouses, blocks, sand-piles, paint-boxes and stencils to act out a great variety of adult occupations.
"Nothing," says Robert Louis Stevenson, "can stagger a child's faith; he accepts the clumsiest substitutes and can swallow the most staring incongruities. The chair he has just been besieging as a castle, or valiantly cutting to the ground as a dragon, is taken away for the accommodation of a morning visitor, and he is nothing abashed; he can skirmish by the hour with a stationary coal-scuttle; in the midst of the enchanted pleasance, he can see, without sensible shock, the gardener soberly digging potatoes for the day's dinner. He can make abstraction of whatever does not fit into his fable; and he puts his eyes in his pocket, just as we hold our noses in an unsavory lane."
No doubt clumsy interference by adults most often spoils imaginative enjoyment. Sully tells this: "A little girl of four was playing 'shop' with her younger sister. The elder one was shop man at the time I came into her room and kissed her. She broke out into piteous sobs; I could not understand why. At last she sobbed out: 'Mother, you never kiss the man in the shop.' I had with my kiss quite spoiled her illusion."
The child soon tires of mechanical toys, talking dolls or elaborate doll-houses with which there is nothing left for him to invent, craft, or pretend. The passion for destruction which often manifests itself during these years is simply the perversion of the instinct for construction. Being provided with no materials with which he can build, he takes apart his too complete toys. A pile of blocks, a sand-pile, a paint-box, dolls that must be cut out, a ruined shed that perhaps may be made into a dollhouse, these are ideal materials for childish play.
Early childhood education often focuses on learning through play, based on the research and philosophy of Jean Piaget, which posits that play meets the physical, intellectual, language, emotional and social needs (PILES) of children. Children's natural curiosity and imagination naturally evoke learning when unfettered. Thus, children learn more efficiently and gain more knowledge through activities such as dramatic play, art, and social games.
Tassoni suggests that "some play opportunities will develop specific individual areas of development, but many will develop several areas." Thus, It is important that practitioners promote children’s development through play by using various types of play on a daily basis. Key guidelines for creating a play-based learning environment include providing a safe space, correct supervision, and culturally aware, trained teachers who are knowledgeable about the Early Years Foundation.
Davy states that the British Children's Act of 1989 links to play-work as the act works with play workers and sets the standards for the setting such as security, quality and staff ratios. Learning through play has been seen regularly in practice as the most versatile way a child can learn. Margaret McMillan suggested that children should be given free school meals, fruit and milk, and plenty of exercise to keep them physically and emotionally healthy. Rudolf Steiner believed play allows children to talk, socially interact, use their imagination and intellectual skills. Marie Montessori believed that children learn through movement and their senses and after doing an activity using their senses.
In a more contemporary approach, organizations such as the National Association of the Education of Young Children (NAEYC) promote child-guided learning experienced, individualized learning, and developmentally appropriate learning as tenets of early childhood education.
Piaget provides explanation an for why learning through play is such a crucial aspect of learning as a child. However, due to the advancement of technology the art of play has started to dissolve and has transformed into "playing" through technology. Greenfield, quoted by the author, Stuart Wolpert in the article, "Is Technology Producing a Decline in Critical Thinking and Analysis?", states, "No media is good for everything. If we want to develop a variety of skills, we need a balanced media diet. Each medium has costs and benefits in terms of what skills each develops." Technology is beginning to invade the art of play and a balance needs to be found. Read more . . .
Early childhood education often focuses on learning through play, based on the research and philosophy of Jean Piaget, which posits that play meets the physical, intellectual, language, emotional and social needs (PILES) of children. Children's natural curiosity and imagination naturally evoke learning when unfettered. Thus, children learn more efficiently and gain more knowledge through activities such as dramatic play, art, and social games.
Tassoni suggests that "some play opportunities will develop specific individual areas of development, but many will develop several areas." Thus, It is important that practitioners promote children’s development through play by using various types of play on a daily basis. Key guidelines for creating a play-based learning environment include providing a safe space, correct supervision, and culturally aware, trained teachers who are knowledgeable about the Early Years Foundation.
Davy states that the British Children's Act of 1989 links to play-work as the act works with play workers and sets the standards for the setting such as security, quality and staff ratios. Learning through play has been seen regularly in practice as the most versatile way a child can learn. Margaret McMillan suggested that children should be given free school meals, fruit and milk, and plenty of exercise to keep them physically and emotionally healthy. Rudolf Steiner believed play allows children to talk, socially interact, use their imagination and intellectual skills. Marie Montessori believed that children learn through movement and their senses and after doing an activity using their senses.
In a more contemporary approach, organizations such as the National Association of the Education of Young Children (NAEYC) promote child-guided learning experienced, individualized learning, and developmentally appropriate learning as tenets of early childhood education.
Piaget provides explanation an for why learning through play is such a crucial aspect of learning as a child. However, due to the advancement of technology the art of play has started to dissolve and has transformed into "playing" through technology. Greenfield, quoted by the author, Stuart Wolpert in the article, "Is Technology Producing a Decline in Critical Thinking and Analysis?", states, "No media is good for everything. If we want to develop a variety of skills, we need a balanced media diet. Each medium has costs and benefits in terms of what skills each develops." Technology is beginning to invade the art of play and a balance needs to be found. Read more . . .
"Never underestimate the importance of play - it's how young children
learn best. When kids pretend to be someone or something else, we call
their activities dramatic play. By using their imagination, children can
develop skills that will benefit them for years to come."
- The Joyful, Illiterate Kindergartners of Finland
- Play and the Learning Environment (pdf)
- Learning through play: pedagogy, challenges and ideas - live chat
- What Kindergarten Should Be by Doris Fromberg
- Adults need play too! The 8 adult play personalities...
Developing Lesson Plans Around Dollplay:
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