Good morning every one!

Welcome to this special presentation designed to focus on the value of play to

early childhood.

You have probably all heard this well-known proverb. While probably unintentional, this piece of wisdom
holds true in more ways than one as we think about the importance of play, particularly in early childhood.

What is play?
There are some who are of the opinion that play is just something children do to get rid of excess energy, and
has no bearing on a child’s development, particularly when considering the academic or learning aspect.
However, extensive research over the years has proven that play and learning cannot be compartmentalised
(Friedman, 2011). This is echoed by the following quote from the the National Association for the Education
of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Depart-
ments of Education (NAECS/SDE).

There are many different types of play, and children can be involved in more than one type at any time.
However, for this morning, I will be focusing specifically on Exploratory Play.

Exploratory Play
Exploratory play involves children using physical skills and all their senses to find out what objects feel like,
and what they could be used. Children explore their own bodies, as well as things in the environment, as they
grow. The corner stones of exploratory play, centre around a child’s curiosity and inquiry- both elements
need to be suitably encouraged to make a child’s exploratory play experience rewarding and fun! It is impor-
tant to recognise, though, that this kind of play is to a large extent, open-ended, allowing children to follow
their own interests, and their own pace.

Materials are an important part of exploration. Children learn about the characteristics of materials and ob-
jects as they interact with them, and this knowledge, later becomes a good foundation for scientific experi -
ments. While materials enhance the concept of exploration, children can still engage in exploratory play
without materials, as they move themselves and objects in different spatial configurations (Elementary
Teachers’ Federation of Ontario [ETFO], 2011).

Benefits

Since we have gained some understanding into what constitutes exploratory play experiences, this next slide
will focus on how this form of play benefits a child’s learning. First of all, it enhances language develop-
ment, as children will begin to use descriptive words such as “this feels squishy!” Exploratory play helps
children develop their problem-solving skills, for example, they might learn how to transport something from
one place to another. They also get a chance to develop their gross motor and fine motor skills, as ex -
ploratory play often involves carrying and lifting, as they transport buckets and boxes, or poking and squeez -
ing when they push buttons and moulds into play dough. Children use their senses during exploratory play,
and this teaches them to be interested in the world around them, encouraging them to develop questioning
minds such as understanding how things change when added to other things (for example, the experience of
adding water to clay). Exploratory play encourages cooperation in children, as they learn to think about the
consequences of their actions, such as not flicking sand in a sandpit, or working together to make something
happen (for example, holding a container steady while a peer pours liquid into it) (Sure Start Children’s Cen -
tres, in partnership with Devon County Council, 2013).

Te Whāriki

Te Whāriki, is New Zealand’s official curriculum framework for early childhood. It serves as a guide for
both educators and caregivers, outlining important skills, knowledge, and attitudes that important for chil-
dren to develop. It is centred around certain key principles, strands, and goals which are crucial to the all-
round development and learning of children. (New Zealand Tertiary College [NZTC], 2014).
The strands and goals of the curriculum are based on the principles of Empowerment, Holistic Development,
Family and Community, and Relationships. The curriculum as a whole, promotes and supports the idea of
play as a key to a child’s development. Every principle of Te Whāriki, makes references to the concept of
play, and its role in optimising a child’s growth. In Empowerment, the child is encouraged to participate in
play activities that are tailored to be inviting. When considering the principle of Holistic Development, learn-
ing is integrated through opportunities for open-ended exploration and play. When considering the principle
of Family and Community, the curriculum focuses on culture and what each child brings from their back -
ground - through this vast cultural diversity, children are encouraged to make links through play with every
day actives and special events of local communities and families. Lastly, when referring to the principle of
Relationships and the part it plays, the curriculum encourages the learning environment to be resourced with
enough appropriate and interesting play materials that children can change and interact with. All four princi-
ples encourage sufficient adult involvement to enhance the child’s development (Ministry of Education
[MoE], 1996).

Theoretical Perspectives

Assimilation, equilibrium, and accommodation of information, according to Jean Piaget, are the major opera-
tions in play. For example, when a child engages in exploratory play, he or she takes in new information
through his/her senses - whether touch, sound, sight, smell or taste- this process is called assimilation.
Sooner or later, something happens that causes the child to question the idea that was assimilated. This ques -
tioning, Piaget called “disequilibrium”. It requires the child to then adjust or re-organise his/her thinking to
restore equilibrium. This re-thinking, or re-adjusting is called accommodation, according to Piaget’s theory
(Pound, 2011).

Another psychologist, Lev Vygotsky, well-known for his theory of ZPD (Zone of Proximal Development),
suggests that children require activities that support past learning and encourage new learning at a slightly-
more-difficult level. According to Vygotsky, therefore, exploratory play almost always will create a ZPD,
and will offer opportunity to children to expand their knowledge of their world (Arthur, & others, 2012). For
example, if a child is building a bridge with blocks, and a more competent person provides assistance
(whether an adult or a peer), then the child is able to move into that new zone of development and problem-
solving. Vygotsky refers to this process of assisting as "scaffolding," which helps bridge the difference be -
tween a child's current level of problem-solving and his potential for more complex problem solving (Pound,
2011).

Adult Involvement in Play

Educators and parents who are aware of the benefits of play, can shape any play experience into an opportu-
nity for a child to learn more about the world and how it works. They need to become the child’s “learning
ally” as they experience play. As adults and guardians here are five ways we can support this type of play:

1.
Provide all sorts of exploratory experiences for children, including water, sand, mud, straw, leaves, paint,
glue, cornflour, glitter etc. Outdoors, provide lots of exploratory play opportunities by giving children the
freedom to move about and transport resources. (Sure start children centres, Devon County Council, 2013).

2.
Children cannot fully engage in play if they do not feel secure in their environment. However, once they feel
safe, they develop an inherent sense of freedom which enables them explore with an attitude that enables and
optimises their learning (Gross & Sanderson, 2012).

3.
An adult will talk to children about their play, will recognise and support their play choices. They will be re -
spectful of children’s feelings, language, ability, background, and culture during play.

4,
Interruption or interference, could mean, for example, placing too much emphasis on using objects “the cor -
rect way” causing the child to lose confidence in himself, and inhibiting risk-taking. The adult who is a
learning ally will participate in play when invited by the child, or if a child is having difficulty playing or
they become disengaged. They could also model play behaviours, as children tend to also learn through mod-
elling (Caro, C. 2012).

5.
Adults sometimes have a tendency to instruct, and offer assistance, where none might be necessary. Instead,
we can choose to use words that encourage the child to be brave and explore, as well as ensure our expres-
sions are enthusiastic, and smiling (Sure start children centres, Devon County Council, 2013).

In conclusion, “Play helps children weave together all the elements of life as they experience it. It allows
them to digest life and make it their own. It is an outlet for the fullness of their creativity, and it is absolutely
critical” (Almon, 2003, pg.1).
Play connects children with their imagination, their environment, their parents and family and the world
(Anderson-McNamee, 2010). Let’s play and have fun! Thank you.
REFERENCE LIST

Almon, J. (Summer/Fall, 2003) The vital role of play in early childhood. A Crisis in early childhood educa-
tion: The rise of technologies and the demise of play. Retrieved January 2010 from
www.waldorflibrary.org/Journal_articles/GW5002.pdf

Anderson-McNamee, J., (2010). The importance of play in early childhood development. A Self-Learning
Resource from Montana State University Extension, MT201003HR New 4/10, 1-4.

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming & planning in early
childhood settings (5th ed., pp. 99-101). South Melbourne, Australia: Engage Learning Australia.

Caro, C., (2012). The adult role in child-led play- how to become a learning ally. Retrieved from
http://www.nature-play.co.uk/blog/the-adult-role-in-child-led-play-how-to-become-a-learning-ally

Elementary Teachers’ Federation Ontario. (2011). Exploratory play. Retrieved from

http://earlylearningcentral.ca/wp-content/uploads/2011/08/exploratoryplay.pdf

Friedman, L. (2011). What’s in a meaning? Defining play. Exchange, 201, 96-98.

Gross, S., & Sanderson, R.C. (2012). Play is the way. Exchange, 207, 50-53.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa/ Early
childhood curriculum. Wellington, New Zealand: Learning Media.

New Zealand Tertiary College. (2014). BEd121: Play as a framework for learning study guide. Auckland,
New Zealand: Author.

Pound, L. (2011). How children learn: From Montessori to Vygotsky-Educational theories and approaches
made easy (pp.30-34). laughton, UK: Essential Resources Educational Publishers Limited.

Sure Start Children’s Centres, in partnership with Devon County Council

Retrieved from http://www.surestarteastdevon.org.uk/files/Resources/exploratory_play_2013.pdf
REFERENCE LIST FOR POWER POINT

Howell’s, J., (1659) Proverbs in English, Italian, French and Spanish.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa/ Early
childhood curriculum. [Online image] Wellington, New Zealand: Learning Media.

National Association of Early Childhood Specialists in State Departments of Education and

National Association for the Education of Young Children. (2003). A conversation about
play. Retrieved from
http://www.naeyc.org/books/spotlight_on_young_children_exploring_play_conversation

Playful matters. (2013). [Online images] Retrieved from

http://playfulmatters.net/14-open-ended-materials-for-toddler-play/

reference.com. (2017). [Online image] Retrieved from

https://www.reference.com/family/exploratory-play-cf8db2ca9a3fc5fd