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What we’ll be covering:
Current research on how children learn
Ways in which play can facilitate and extend children’s
learning
How you can support your child’s learning through play
in the home
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In Summary: What Research Tells Us
B – 8 is a critical learning time for children
There are skills, knowledge & dispositions children
are at risk of not developing, if deprived of play
opportunities
The brain strengthens, develops & culls neurons
creating pathways in the brain
Endorphins produced
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Endorphins allow children to relax and explore their environments in
a constructive manner, trying out new skills, exploring and making
choices
The more able a child is to repeat positive experiences, the higher
the likelihood of the brain building more complex connections and
increasing capacity for long term memory..
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Alternatively, experiences or activities that are deemed by the brain
to be unsafe or stressful, will have the opposite effect
The brain will produce Cortisol
Growth of more complex learning networks will be inhibited
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“Brain compatible” learning
environments for young children are
those that are –
Multi sensory allowing children to
engage in all of their five senses in the
learning process i.e. high activity/low
stress
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Research also tells us
Differences between approaches to learning between boys and girls
‘Not all children are ready to learn the same thing, at the same time,
in the same way’, (Walker, K, p12)
Important for children to connect with natural environment.
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Brain research shows
Children’s brains need stimulation via:
Human attachment
Meaningful relationships
Rich stimulating environments
Language and literacy acquisition happens best
in the context of sharing attentive relationships
The biggest influence on children’s early
language development is in the home
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Educators agree that learning
to read, write, and compute are undeniably important skills for children to
acquire
The question is how and when should they be learned?
Overscheduled lives/what’s the hurry?
“Nothing magical happens for the child over Christmas break until starting
school!” (Walker, K)
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What if schools got ready for our
children?
No structured learning that’s
introduced too soon
No formal assessment processes that
might not tell the true picture
Focus on strengths rather than deficits
New trends - some schools are
adopting a play based curriculum
12. Let’s look at the value of play
Learning occurs through all of our senses
Seeing
Hearing
Doing
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Imaginative Play
Children use materials to
represent & create own
ideas
Develop understandings
of their world
When acting out,
thoughts are processed
Oral language develops
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Exploratory Play
Enables children to
investigate the
properties of things
Explore their
environments
Understand cause and
effect
May include sand,
water, magnets etc
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Sensory Play
May include water,
clay, mud, finger-
paint to touch
Outlet for emotions
Promotes calmness
Develops small and
large muscles
Language skills
Attitudes to
environment
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Constructive Play
Eg - Hands on with
concrete materials
such as Lego, blocks,
collage etc
Problem solving
Fine motor skills
Experimentation
Hand – eye
coordination
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Directed or scaffolded play
Adult encourages or
prompts learning
Questioning – “What
do you think will
happen if…?”
Adult helps extend
learning or offers
support materials &
resources
Plans the
environment
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Problem solving involves elements of
risk
If we want children to
learn to solve problems
we must create safe
environments in which
they feel confident
Taking risks, making
mistakes, learning from
them, and trying again
(Fordham & Anderson,
1992).
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Links between play and learning
Children
Construct
knowledge
Practise skills
Develop reasoning &
problem solving
Develop oral
language
Mathematical
understandings
Literacy awareness
Self initiation
Decision making
Develop responsibility
Resilience
Social skills
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In a play based curriculum each day
provides opportunities to:
Learn about reading,
writing, and maths
through real, meaningful
situations
Learning is embedded in
meaningful engaging play
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Cognitive Development
Letters and numerals typically mean
little to 3 – 6 year-olds in this stage
These children use concrete rather
than abstract symbols to represent
objects and ideas
(Bodrova & Leong, 1996).
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Developmentally appropriate experiences
Active and far more
interesting ways for
children to begin
understanding words
and numbers
Opportunities
throughout the
program
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Play is the learning tool
Children will learn
at their own pace
when ready
Teacher plans for
child’s learning
based on their
interests
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Conclusion
‘Childhood is not solely a preparation for adulthood or for the future…
It is a time to be, to seek and make meaning of the world. Being
recognises the significance of the here and now in children’s lives.’
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References
Bee, H. (1992). The developing child, 6th Edition. New York: Harper
Collins
Bodrova, E. & Leong, D.J. (1996). Tools of the mind: The Vygotskian
approach to early childhood education. Columbus, OH: Prentice
Hall/Merrill.
Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in
early childhood programs serving children from birth through age eight.
Washington, DC: NAEYC.
Bredekamp, S. & Rosegrant, T. (Eds.). (1992). Reaching potential:
Charlesworth, R. (1996). Understanding child development: For adults
who work with young children, 4th ed. Albany, NY: Delmar.
Walker, K, (2007). Play Matters, ACER Press
Walker, K, (2005). What’s the Hurry? ASG
Palmer, Sue, (2006) Toxic Childhood: How the Modern World is Damaging
Our Children And What We Can Do About it, An Orion Paperback
