Play-Based Learning
What is play-based learning?
“Play is an activity engaged freely by the child in order to explore and interact with the environment and the people in the child’s world.”
(Shipley, 2008, p. 18)
(Shipley, 2008, p. 18)
Every child has a unique learning style and play
is responsive to these differences by capitalizing on the child’s innate
curiosity and creativity (CMEC, 2012). An important characteristic of play is
the child’s active participation in the activity. The child has to be fully
engaged in the play activity. Passive
behaviours, like TV watching, are not considered play (Shipley, 2008). As well,
play is not seen as work because work has a prescribed outcome whereas play is
chosen by the child and not prescribed by the teacher (Rhodes, 2013a). When
children choose their own play, they are more engaged than if the activity was
given to them. When children are focused and engaged they learn more since their
attention is not being diverted by boredom.
“Play is a means to early learning that capitalizes on children’s natural curiosity and exuberance”
(Ontario Full-Day Early Leaning – Kindergarten Program, 2010, p. 13) |
Play is about the process not the
product (Rhodes, 2013a). The process of learning is more valuable than the end
product. For example, when a child is building a tower using blocks and she
gets it to stand on its own, is the product of the tower valuable? Completing the tower gives the child a sense
of accomplishment; however what the mind was doing while building that tower is
more significant. Through the process of building the child is improving their
eye hand coordination, they are problem solving through trial and error, and
they are experiencing the world around them through representing what they see.
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Why is play beneficial?
Research indicates that in the early years a child’s brain develops
rapidly. A child’s environment greatly shapes their brain development (Rhodes,
2013a). Research also indicates that there is a relationship between brain
development and play. When children are exposed to the world around them through
their senses, it facilitates the brain to create synaptic connections. The
neural pathways in the brain are influenced by language expression, thinking
skills, exploration and problem solving that ensues during play, which lead to
advancement in their development (CMEC, 2012).
When children play they are creating and modifying the connections in
their brain. These brain connections are critical for physical, emotional,
social, and cognitive development.
Cognitive Developmental Theorist Jean Piaget states “that development
occurs as a result of the child’s active interaction with things and
experiences in the environment” (Shipley, 2008, p. 25). In
self-initiated play the child is adapting and expanding their existing
knowledge. This process of learning new information and adapting existing
knowledge in the mind, is what Piaget calls equilibrium, the motivational factor
for learning. When children play they are experiencing equilibrium and they
reach a higher level of development (Shipley, 2008). Even when you think children are ‘just’ playing,
they are always learning and advancing in all areas of their development.
“Play helps children to:
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Play in Our Full-Day Kindergarten Classroom
Learning opportunities for the
children will be designed by me (Ms. LaPlante) and the Early Childhood Educator
(ECE), the early learning team. These learning opportunities will encourage
children to problem solve, engage in inquiry, investigate, explore and to share
their activities with their peers. Myself and the ECE teacher are there to
provide guide the children through the learning opportunities while also
building on their previous learning experiences. Even though children initiate
play, the early learning team creates the environment that fosters the children’s
development. Every activity and lesson plan is carefully planned to provide and
foster developmentally appropriate learning experiences.
Every child is different; they are at different levels and learn in different ways. The opportunities provided to your children are carefully selected by the learning team to foster each child’s development. Every child is taken into consideration when the items or activities are offered to the children. |
Play lies at the core of innovation and creativity. It provides opportunities for learning in a context in which children are at their most receptive. Play and academic work are not distinct categories for young children, and learning and doing are also inextricably linked for them.
(Ontario Full Day Early Learning Kindergarten Program, 2010) |
Example of Play-Based Learning
“At the water centre, several children test the boats that they have designed and observe how many shells each will hold before it sinks. As one child places the shells in a boat, another keeps track of the number of shells using a simple tally. As the children are working, a member of the early learning team challenges the children to focus on the boat that held the most shells before sinking and explore how it is different from the other boats” (Full-Day Early Learning Kindergarten Program for Four- and Five-Year-Olds, 2010b)
Play is the highest form of research
- Albert Einstein “A small group of children makes several attempts to build a tower as tall as they are. Through trial and error, they discover that if they make the bottom of the tower wider they can build it taller. They record pictorially the finished product and label the pictures to show their solution” (Full-Day Early Learning Kindergarten Program for Four- and Five-Year-Olds, 2010b).
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