Why Play is the way: Developing a Personal Case for Play

Play and a Play-pedagogy:

Play is a term that encompasses a wide range of theories and views about how children

develop and learn (Gordon Biddle, Garcia Nevares, Roundtree Henderson & Valero-Kerrick,

2014). Due to the complexity of this term, play simply cannot be defined, however it can be

perceived as a vehicle used by young children to acquire experience and knowledge in a

natural and calm neurological state (Robinson et al., 2018). Although there is no single

definition for play, there are nine distinct characteristics that allow for a deeper understanding

of what the term means. A number of researchers believe that play must be active,

meaningful, symbolic, voluntary or self-chose, pleasurable, process oriented, intrinsically

motivated, adventurous and risky, and self-directed (Huizinga, 1955; Rubin, Fein &

Vandenberg, 1983; Bruce, 2006; Dockett & Fleer, 1999; Gordon Biddle, Garcia-Nevarez,

Roundtree Henderson & Valero-Kerrick, 2014; Gray, 2013; Hughes, 1995; Kernan, 2007;

Shaefer, 1993; Wood & Attfield, 2005 as cited in Robinson et al., 2018)

Based on the above conception of play, a play-based pedagogy can be seen as an educator’s

ability to plan their students learning experiences and learning environment around providing

affordances for development through playful, intentional interactions (Robinson et al., 2018).

A play-based pedagogy involves creating a safe and secure learning environment with diverse

materials and spaces for children to explore, planning activities that allow for cognitive

development through play, and building relationships with children that permit the educator

to scaffold the students learning and development through co-constructing their play. These

are all key components of the Kindergarten Curriculum Guidelines (School Curriculum and

Standards Authority, 2014).

Theoretical Perspectives on Play:

One contemporary child development theorist, Jean Piaget, believed that children construct

knowledge through their interactions with objects, therefore learning through play (Gordon

Biddle et al., 2014). Piaget introduced the idea of the biology terms; assimilation,

accommodation and disequilibrium to describe the cognitive process by which children

acquire and organise information (Fleer, 2018). Assimilation means adding new knowledge

to an existing schema with similar prior knowledge (Benke, Hanfstingl & Zhang, 2019).

Accommodation refers to learning completely new knowledge which can cause a state of

disequilibrium, children must then re-organise their cognitive structures to accommodate the

new knowledge (Benke et al., 2019). Piaget’s constructivist theory of development,

demonstrates the importance of play, especially play that affords interactions with objects and

the environment.

Another contemporary child development theorist, Lev Vygotsky, also believed that children

construct knowledge through play but based his theory around their social interactions rather

than object interactions (Gordon Biddle et al., 2014). This involves children observing,

modelling and communicating with the people in their environment, therefore learning from

more experienced others. Vygotsky’s primary contribution was ‘The Zone of Proximal

Development’ (ZPD) which explains how children learn best in a state of being challenged

but capable of achieving, this is where learning is the most deep and meaningful as it is

extending their cognition (Miller, 2016). Play is a powerful tool that educators can use to

provide opportunities for students to sit in the ZPD as well as providing windows for social

interaction with children’s peers, adults, and themselves, therefore allowing cognitive

development.
The Role of Play in Child Development:

Yogman et al. (2018) States that “Play leads to changes at the molecular (epigenetic), cellular

(neuronal connectivity), and behavioural levels (socio-emotional and executive functioning

skills) that promote learning and adaptive and/or pro-social behaviour.” (p. 5). Recent neuro-

scientific perspectives have drawn attention to the development of the brain in a bottom up

sequence, meaning the cerebellum is strengthened first, then the limbic system and after that

the cerebral cortex (Robinson et al., 2018). The development of each of these areas of the

brain relies on the loving attachments, play opportunities and early experiences children have

in their lives (Robinson et al., 2018).

The cerebellum is the base of the brain, meaning it is the first to develop and is responsible

for regulating children’s movement, balance and coordination, their physical development

(Robinson et al., 2018). Play enables children opportunities to develop their fine and gross

motor skills through activities such as running, jumping, climbing, kicking or throwing. As

well as these large-scale movements, play with objects also allows for the development of

fine-motor skills such as drawing, cutting or painting and manipulating blocks, sand or toys

(Yogman et al., 2018). The affordances educators provide for the development of physical

skills are so important as they are the foundation for future development. The educator can

provide such opportunities through creating an environment with a range of diverse and rich

materials and spaces for play, which is Quality area 3 of the NQS (Australian Children’s

Education & Care Quality Authority, 2012).

A key focus of the Early Years Learning Framework is to assist children in belonging, being

and becoming which link closely to a child’s personal, social and emotional development

(Department of Education, Employment and Workplace Relations, 2009). Personal

development is the child’s ability to understand themselves, their capabilities and their
identity (Robinson et al., 2018). Emotional development is regulating and expressing

emotions and building empathy, it determines what children think about themselves

(Robinson et al., 2018). Social development is the child’s behaviour in response to their

identity and emotions (Robinson et al., 2018). Each of these developmental domains directly

link as they all impact one another (Robinson et al., 2018). The inclusion of personal, social

and emotional development opportunities is demonstrated in outcome 1 and 5 of the EYLF

“Children have a strong sense of identity” (DEEWR, 2009) and “Children are effective

communicators” (DEEWR, 2009) and are developed through their play experiences and

relationships in early childhood (Robinson et al., 2018). The limbic system is responsible for

the development of these domains as it is in control of regulating emotions, behaviour,

responses and relationships. Play is so vital in early childhood as it is a vehicle through which

children can practise, understand and communicate these skills, making them strong and

capable individuals (Robinson et al., 2018).

The physical foundations children establish through play lead into the development of

cognitive skills and higher-level executive functioning, which are all significant components

in creating confident and involved learners (DEEWR, 2009). Play affords children the space,

materials, relationships and time to practise cognitive behaviours such as problem solving,

communicating, understanding, constructing and creating (Gordon Biddle et al., 2014). These

experiences during their early childhood are essential in creating independent individuals

who will function and contribute to society as well as building a base for academic success

(DEEWR, 2009).

The Role of the Educator in a Play-pedagogy:

A play-pedagogy requires the educator to consider three key components, the physical

environment, the relationships and the pedagogy of the educator (Robinson et al., 2018). In a
play-pedagogy the educator’s role is to carefully plan a physical environment that affords as

much chance for holistic development as possible. This requires safe, secure environments

that invite the children to make it their own and to feel comfortable to explore it (Robinson et

al., 2018). The materials in the environment need to be authentic, natural and open-ended to

allow for all types of play and therefore all of its benefits (Robinson et al., 2018). It is also the

educator’s role to build relationships with children that support principles 1 and 2 of the

EYLF “Secure, Respectful and Reciprocal Relationships” and “Partnerships” (DEEWR,

2009). This ensures that educators are able to scaffold and purposefully interact in children’s

play to extend their learning (Yogman et al., 2018). Children’s personal, social and emotional

development are also fostered by these relationships as it makes them feel loved and gives

them a sense of belonging in their environment (Fleer, 2018). The educator also needs to

create spaces and provocations that encourage children to socialise with their peers as that is

an important part of their holistic development (Yogman et al., 2018). A pedagogy is the way

in which an educator runs their classroom or centre and how they teach (Arthur, Beecher,

Death, Dockett & Farmer, 2018). This refers to the educators grouping of children, the types

of tasks they do and their expectations on how children learn (Arthur et al., 2018). Within a

play-pedagogy, educators need to understand the importance of having activities planned that

are open-ended and play or investigation based as well as time during the day for child

directed and initiated play as this is the most beneficial and significant type of play in

children’s development (Robinson et al., 2018).

References:

Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2018). Programming and

planning in early childhood settings (7th ed.). Australia: Cengage Learning.

Australian Children’s Education & Care Quality Authority. (2012). National quality

framework. Retrieved from https://www.acecqa.gov.au/

Benke, G, Hanfstingl, B. & Zhang, Y. (2019). Comparing variation theory with piaget’s

theory of cognitive development: more similarities than differences?. Educational

Action Research, 27(4), 511-526. doi:10.1080/09650792.2018.1564687

Department of Education, Employment and Workplace Relations. (2009). Belonging, being

& becoming: Early years learning framework for australia. Canberra, ACT:

Commonwealth of Australia.

Fleer, M. (2018). Child development in educational settings. Cambridge, United Kingdom:

Cambridge University Press.

Gordon Biddle, K., Garcia Nevares, A., Roundtree Henderson, W., & Valero-Kerrick, A.

(2014). Early childhood education: Becoming professional. Los Angeles: Sage.

Retrieved from https://www.sagepub.com/sites/default/files/upm-

binaries/53567_ch_10.pdf

Miller, D. F. (2016). Positive child guidance (8th ed.). Boston, United States: Cengage

Learning.
Robinson, C., Treasure, T., O’Connor, D., Neylon, G., Harrison, C. & Wynne, S. (2018).

Learning through play: creating a play-based approach within early childhood

contexts. Australia: Oxford University Press. ISBN: 9780190304829

School Curriculum and Standards Authority. (2014). Kindergarten curriculum guidelines.

Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/kindergarten-

curriculum-guidelines/the-kindergarten-curriculum-guidelines

Yogman, M., Garner, A., Hutchinson, J., Hirsh- Pasek, K., Golinkoff, R. M., Child, C. &

Health, F. (2018). The power of play: A pediatric role in enhancing development in

young children. American Academy of Pediatrics, 142(3), e20182058.