Play and Learning
Children's learning through the medium of play has been examined and researched for many decades, and the role and purposes of play as a learning tool has been examined through theories and perspectives of children's learning (theorists include: Fredrich Froebel, Rudolph Steiner, John Dewey, Maria Montessori, Margaret MacMillan, Susan Isaacs, Jean Piaget, Lev Vygotsky).
There are many different forms of play and investigations. Five types of play can be identified:
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Imaginative play and socio dramatic play - children use a range of materials in fantasy, creating and representing their own ideas and understandings through imaginative play.
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Constructive play and investigative play - children require hands-on, concrete materials such as Lego, Mobilo, blocks, collage and interest tables in which they can construct, design and create a range of representations from their own imaginations.
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Explorative play - children are investigating the properties of things, exploring the environment, finding and trying things out, often with media such as water, magnets, sand and magnifying glasses.
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Directed play and scaffolded play - where children are encouraged or prompted in their investigations by an adult or a peer. It may be that the teacher requires a particular skills or exploration to be undertaken and so the child is directed or supported in this.
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Sensory play - this is a very important part of children's learning. Children require experiences in the sensory areas including water, clay, finger paint, scent/aroma and touch. It helps particularly with children's emotions, to be calm and to have a safe outlet.
The Developmental Curriculum provides a broad range of experiences and types of play so that children are immersed in a rich range of thinking, oral language, literacy and numeracy experiences, alongside opportunities to consolidate their social and emotional maturity.
Play used as a teaching and learning tool is not 'free play'. Play is always purposeful, linked to learning objectives and is the major strategy for teaching and learning. Play and projects must be viewed as the main vehicle for learning to occur. Play is the child's work and is not viewed by the child as a novelty - for children, active engagement and investigation is 'work'.
(Information taken from: Walker, K. (2007). Play Matters. Engaging Children in Learning: The Australian Developmental Curriculum. A play and project based philosophy. Camberwell, Victoria: ACER Press.)
