Play and Play Pedagogy

By Abigail Derrick 2019

Introduction

Over the course of play theory, many theorists have attempted to define and analyse

play in young children (Robinson et al., 2018). Their understandings of play have

evolved over the years from something seen as simply a physical release (Schiller,

1875) to a much more complex understanding. Contemporary theorists understand

the value of play and describe the socio-cultural context of it as well as the role it

plays in development (Piaget, 1951; Piaget, 1952; Vygotsky, 1987; Bateson, 1976).

Play pedagogy describes the way that the educator incorporates and values the

child’s need to play (Robinson et al., 2018). The educator with these pedagogical

beliefs understands that play enriches each aspect of development and is therefore

crucial to the holistic development of children (Robinson et al., 2018).

Case for Play

Adults often view play as an activity children freely engage in for enjoyment and

recreation outside of work time (Hewes, 2010). This simplistic and outdated view

dismisses the importance play has on development (Hewes, 2010). The Early Years

Learning framework provides a more accurate definition of play: “a context for

learning through which children organise and make sense of their social worlds, as

they actively engage with people, objects and representations.” (Department of

Education, Employment and Workplace Relations [DEEWR], 2009, p. 6). Yogman

and others (2019) define play as activities that are intrinsically motivated that children

are actively engaged with and that results in learning. The educator’s role within play

is to support, scaffold and provide affordances for play (School Curriculum and

Standards Authority [SCSA], 2014). When doing this they exercise their play

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pedagogy; that is the practices, methods and beliefs that recognize the importance of

play (Robinson et al., 2018).

Theoretical Perspectives of Play

Academics no longer view play in terms of energy release as proposed by Schiller in

1875 (Robinson et al., 2018). He explained that children play because they need to

release the surplus energy built up over periods of inactivity (Schiller, 1875) but this

view is now considered too simplistic. Contemporary theorists such as Piaget,

Vygotsky, and Bateson give emphasis to the significance play has on cognitive,

emotional and social development (Robinson et al., 2018). Piaget (1952; 1962) and

Vygotsky (1978) both proposed cognitive theories of play. Piaget’s constructivist

theory states that play is a means of creation of thought processes and knowledge

(Piaget, 1952). This knowledge is built through the experiences of physical objects

and mental schemes (Harlow, Cummings & Aberasturi, 2006). Children first attempt

to ‘assimilate’ the knowledge into their current understandings or schemas and when

the information doesn’t match, they then ‘accommodate’ for it by constructing a new

understanding or schema that can then ‘assimilate’ the experience (Piaget, 1952).

Vygotsky’s socio-cultural constructivist theory states that children acquire knowledge

through play and experiences, in relationship with the ‘more knowledgeable other’

(Robinson et al., 2018). Bateson views play as a “step forward in the evolution of

communication” (Bateson, 1976, p. 72). In other words, play is a way that children

develop language and communication skills (Bateson, 1976). When children interact

with peers growth transpires in social, language and cognitive developmental

domains (Kessel, 2018).

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Developmental and Neuro-scientific perspectives on play

Play provides an environment that promotes and contributes to crucial holistic

development in children (Frost, 1998; Hewes, 2010; Kessel, 2018; Robinson et al.,

2018; Yogman et al., 2019). Children’s development and learning is complex and

interconnected and educators must find ways to support it as such (Robinson et al,

2018). Play is an optimal avenue for holistic development as it supports children’s

physical, personal, social, emotional, language, creative and cognitive developmental

domains (Kessel, 2018; Robinson et al., 2018). Yogman et al., 2019; Discoveries in

neuroscience has strengthened the understandings that Piaget and Vygotsky had

that during play children’s brains were developing socially and intellectually (Frost,

1998). When children play, they are engaged actively in negotiations, problem

solving, and discussion (Robinson et al., 2018). This develops cognitive, language

and creative domains (Robinson et al., 2018). Social, emotional and personal

development are strengthened during rough and tumble play, dramatic and fantasy

play (Robinson et al., 2018; Yogman et al., 2019). During rough and tumble play

children take risks and negotiate boundaries which builds prosocial skills and

personal skills such as agency, empathy and risk taking (Yogman et al., 2019). Play

provides opportunities for “children to work through and act out feeling and events”

(Robinson et al., 2018, p. 54). In this way children develop emotionally and learn how

to move past difficult feelings (Robinson et al., 2018). Play helps children to develop

understandings of how relationships and social structures work which is an important

part of social and emotional development (Yogman et al., 2019). Play is often

physical in nature. It then follows that foundational motor skills can and will be

developed during play (Robinson et al., 2018; Yogman et al., 2019). The experiences

children have in the first years of life have a direct and substantial impact on the

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formation of neural pathways and the pruning of these synapsis (Frost, 1998). Play

and playful activity is what makes a direct positive difference in the development of

these pathways (Frost, 1998; Robinson et al., 2018). The effective educator must

understand the importance that play has on the holistic development to truly support

children and their learning.

The Role of the Educator in Supporting Play

The educator’s role within play cannot be emphasized enough (Robinson et al.,

2018). Creating and participating in meaningful play experiences and affordances in

which children can engage in is how teachers can scaffold, facilitate and enable

children within their play (Kessel, 2018; Robinson et al., 2018). In doing this, teachers

exercise their supportive play pedagogy (Robinson et al., 2018). To create these

kinds of play experiences, educators need to provide a range of opportunities for play

by providing loose and interpretable materials; by discussing and establishing

boundaries with students; by creating small worlds and invitations for socio-dramatic

play; by joining the play and engaging in discussions with children as they ensue and

by providing time and space for play both inside and outside the classroom (Kessel,

2018; Robinson et al., 2018). Educators should be responsive of children (DEEWR,

2009; Robinson et al., 2018). To be responsive to children educators need to know

their students and their interests (Robinson et al., 2018) which means they need to

observe them and engage with them. While it is important for teachers to engage

with students in their play it is also equally important to give students time in which

they can play freely without interruption from teachers: there must be balance

(Kessel, 2018; Robinson et al., 2018).

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Conclusion

Effective early childhood educators value play as learning and provide opportunities

for meaningful play (Hewes, 2010; Robinson et al., 2018). Play has been defined

many times in different ways but the common attributes of play state that play is a

joyful, intrinsically motivated activity which results in learning and development

(Robinson et al., 2018; Yogman et al., 2019). Holistic development is supported by a

play pedagogy because during play children develop linguistically, socially,

emotionally, personally, intellectually and physically (Frost, 1998; Hewes, 2010;

Robinson et al., 2018). The purpose of schooling is to support children in their

development and enable them to be functioning members of society (DEEWR, 2009).

Providing meaningful play experiences and opportunities has been found, through

neuroscience and theoretical perspectives and research, to be the most effective

method to achieve this goal (Frost, 1998). Therefore, early childhood educators who

wish to be effective and successful in educating their students must develop their

own supportive play pedagogy (Robinson et al., 2018).

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