This document discusses the importance of play for child development. It argues that play is not merely a way to pass time, but allows for higher levels of thinking and learning skills like self-regulation, social competence, language skills and independent learning. The document outlines developmental stages of play, discusses cultural influences on play, and presents a framework for play based on theorists like Vygotsky. It addresses challenges to play like standardized testing and lack of outdoor play. Research summaries show links between play and self-regulation abilities. The conclusion argues that play is integral to holistic child development and our education system should value it more.

1. RUNNING HEAD: IMPORTANCE OFPLAY 1
The Importance of Play: More than Meets the Test
Randall L. Noggle
ECE351: Play & Learning for the Young Child
Instructor Julie Treadwell
6/15/2015

2. IMPORTANCE OF PLAY 2
Introduction
Play is nonacademic is nature; play is something that children do that detracts from
structured, academic progress; play is merely a way to pass time. There are two things in
common with these expressions: 1) they all involve play and, 2) they are all false. Play is indeed
an act of progress in the sense that it allows children the beginning of abstract thinking. As Play
and Child Development states, “Play frees the child’s thinking from concrete experience,
allowing for higher levels of thinking” (Frost, Wortham, & Reifel, 2011, p. 36). While play may
be considered by many to be nonacademic in nature compared to the highly structured lessons
provided by classroom instruction, play has much more substance and weight to it than any
academically-based lesson. The lessons learned through play provide self-regulation, social
competence, language skills, academic skills, and how to learn independently (Kravtsov,
Kravtsova, & Favorov, 2010; Gagnon & Nagle, 2004; Winstone & Millward, 2012; Bodrova,
Germeroth, & Leong, 2013). Play encompasses solitary action, peer-to-peer interaction, and
child-adult interaction, as well as creating a unique culture based on those involved. The aspects
of play covered within this paper will be the developmental stages of play, cultural influences, a
framework of play based primarily on Vygotskian theory, the challenges of play, current play
research, an example of instruction-expanding symbolic/sociodramatic play, and how these
aspects are all pieces of the much larger puzzle of development.
Stages of Play Summary
The developmental stages of social play and participation are listed and defined in Table
1 below. Although stages of development are associated with Jean Piaget, the stages of play
development presented by Mildred Parten are similar in the fact that they are related to age.

3. IMPORTANCE OF PLAY 3
While Piaget’s stages focused on cognitive development based on age frames, Parten’s stages are
based on the level of social interaction within a group setting, as well as the amount of
engagement present ranging from merely being present to helping fabricate complex play
scenarios. This leads to the next aspect of play—cultural influence.
Stage of Play Definition of the Stage
Unoccupied The child is not playing, but rather, subscribes
to watching events that pique momentary
interest. When not interested, the child
performs simple tasks to occupy their time.
Onlooker The child will observe specific children, sit
within speaking range, and engage in
conversation without participating in play.
Solitary The child plays with their own toy although
being within speaking distance, makes no effort
to interact with other children verbally or
physically.
Parallel The child plays with similar toys as their peers
in close vicinity, but does not directly influence
the other children’s play.
Associative The child will play with others and interact
verbally, but the reason for play may be
different.

4. IMPORTANCE OF PLAY 4
Cooperative Children communicate goals, negotiate rules,
take turns, and decide on individual roles
within the activity (Frost et al, 2011).
Table 1
Cultural Influence Description
Culture is a complex and ever-changing concept. Among the numerous definitions,
Edward Taylor’s restated in Critical Reflections on Some Recent Definitions of ‘Culture’ is aptly
fitting within the educational context, “‘‘Culture, or civilization...is that complex whole which
includes knowledge, belief, [etc.] and any other capacities acquired by man as a member of
society’” (quoted in Jahoda, 2012, p. 290). Every child has their own beliefs that are shaped by
their familial culture, which is often (but not always) shaped by the culture that is present within
their community. Essentially, each child brings a unique perspective and view towards their
interactions based on their upbringing and what is and is not acceptable within their home and
local community.
In the confines of the educational system there is a combination of numerous cultures.
This creates a culture that is distinct and separate from each individual child’s culture, and
further, is different for every classroom. This cultural blending not only leads to the introduction
of ideas that may be foreign and novel, but also falls within the Vygotskian model of social
interaction being essential in development. This is explained by Wertsch (1985), “One of the
primary assumptions of Vygotsky's psychology is that understanding the social relations of an
individual is central to understanding the developmental path of that individual” (quoted in
Burkholder & Peláez, 2000, p. 7). Through this model it is not only the familial culture at work,

5. IMPORTANCE OF PLAY 5
but also the culture that is created within the child’s classroom and educational environment that
can affect development and observed through play. This leads directly into my framework of
play.
Framework of Play
My framework of play heavily borrows from Lev Vygotsky, but also utilizes aspects
from Jean Piaget and Urie Bronfenbrenner and could be considered ecological-social
constructivist in nature. While I find Jean Piaget’s Stage theory constrictive with neglect to the
necessity of social interaction as a developmental catalyst, his views on adaption as a process of
the balancing of assimilation and accommodation being in constant flux are apparent in young
children (Frost et al, 2011). A child being exposed to new experiences and learning how to
incorporate them provides a solid footing for Vygotsky’s zone of proximal development and
scaffolding.
The zone of proximal development is defined in Play and Child Development as, “a
range of tasks between those the child can handle independently and those at the highest level
she can master through play or with the help of adults or more competent peers” (Frost et al,
2011, p. 38). This range is unique to each child and as such, interaction with more experienced
or competent peers and adults affords them assistance that is tailored to their specific needs in
order to progress, which is also a key element of Vygotsky’s theory known as scaffolding.
Scaffolding builds upon what is already known by the introduction of activities or tasks that
require initial assistance of a more competent peer/adult. Not only is play is the perfect forum for
utilization of scaffolding, but many curriculums are based on an approach that directly utilizes
scaffolding in order to move onto more complex academic material.

6. IMPORTANCE OF PLAY 6
An essential area of my framework of play aligns with the thoughts of Urie
Bronfenbrenner and ecological systems. According to Examinging Contributions of Child
Development Theories to Early Childhood Education, “How a child learns and develops across
multiple contexts is Bronfenbrenner's most salient contribution to early education” (Aldridge,
Sexton, Goldman, Booker, & Werner, 1997, para. 10). As previously stated, the cultural context
of the classroom is every-changing based on the specific composition of student’s familial
cultural influences. Essentially, the context in which play is undertaken can be wildly different
depending on the classroom’s unique culture. These variables interact and help shape
development. As such, as the variables change, so does the play based on composition. These
contextual variables are not limited to the classroom, and can become a challenge to play.
Challenges of Play
Contextual variables can range from different cultural backgrounds to socio-economical
standing, and anything that can change the way the child perceives and understands their world.
These variables can create a challenge for educators trying to include play as a viable educational
tool. With the recent emphasis on standardized testing, high stakes testing, and closing of the
achievement gap, numerous districts across the country are regulating curriculum and cutting
opportunities for play. This is representative of a movement of school reform that although well-
meaning, is misguided in shifting the motivation for students of all ages from intrinsic to
extrinsic (Hennessey, 2015). The educational system has changed its expectations from
qualitative results to quantitive results. Not only does this create a challenge for play to survive
in the educational system, but also for art, music, and physical education evident in many
school’s programs being cut.

7. IMPORTANCE OF PLAY 7
Another challenge to play is the lack of outdoor play. While this does coincide with the
previously stated change in expectations, many aspects of outdoor play cannot be replicated
within the classroom, even if afforded the opportunity. Outdoor play is a dynamic type of play
that provides freedom, environmental interaction, open space, observational opportunities
(animals, planes, people, etc.), and a real, hands-on experience. Essentially, outdoor play is a
multi-sensory experience that incorporates the whole body differently than indoor play does
(Richardson, 2007). Unfortunately, many students also do not receive outdoor play at home for a
variety of reasons ranging from lack of supervision to lack of viable play space. Lack of play,
both indoor and outdoor, can lead to serious consequences. The benefits of play are many, and
the following three current research article summaries will demonstrate that.
Current ResearchSummary
The first article is Play and Self-Regulation: Lessons from Vygotsky (2013). This article is
about the evolution of play, or rather, the de-evolution of play within the current societal
landscape. Children is our current society are observably behind generations past regarding the
level of play they are able to engage in. This lack of maturation in play is affecting their
development in that they are unable to create a viable zone of proximal development that is
consistent with their age. This article suggests backtracking to theories of old in lieu of current
theories and practices because there is a correlational, daresay causational, effect of the inability
to play on normative development. This aligns with my framework of play in that it is essential
to develop a zone of proximal develop that determines how scaffolding needs to be handled and
addressed in order to achieve both qualitative and quantitative results.

8. IMPORTANCE OF PLAY 8
The second article is Vygotsky and Developmental Psychology in His and Our Time
(2012). This article sheds light on Vygotsky’s approach to child development, which was much
different from other popular ideas of his time. One of the most groundbreaking thoughts
Vygotsky presented was that, “He believed that human consciousness is not a sum of separate
processes, but a system, a structure of processes” (Obukhova, 2012, p. 53). He included not only
cognitive processes, but how they develop as a result of environmental and social influences.
Human consciousness, perception, and understanding is shaped by their all these variables in
context. Further, that the place in history in which someone develops in unique as has its own
distinct historical-cultural context. This applies to my framework of play in that our current
society landscape, much like that of the past, is very unique. It seems as though the educational
system is no longer viewing child development as an interconnected system, but rather, specific
areas that can be improved individually. By inhibiting play, the multi-sensory, multi-disciplinary
benefits are being lost. We must return to an approach that encompasses more than specific skill
sets and focuses on total child development.
The third and final article is Examining Contributions of Child Development Theories to
Early Childhood Education (1997). While this article does not fall within the seven year current
guideline, it is paramount in my framework of play. It not only includes two theorists that I base
my framework on in Piaget and Bronfenbrenner, but it also calls for early educators to evaluate
the theories that are being utilized and their efficacy in our current societal landscape. It answers
pertinent questions in context for both the constructivist theory and ecological theory. It
demonstrates the manner in which theories gain and lose influence as times passes. It also
provides a set of questions that can be utilized to measure the applicability and usefulness of
those theories, and how they can either help or hinder your personal approach to educating.

9. IMPORTANCE OF PLAY 9
Authentic Exemplar Activity
The example of an activity that I will have the students to do serve as a representation of
the importance of play will be a form of instruction expansion. I would read the children the title
of a story, the main characters, and then ask them to act out the story using anything in the
classroom. While this would start off as guided in nature, I would only be providing the very
basics of ideas. What items are used for symbolic representation within sociodramatic play will
demonstrate the children’s creativity and ability to communicate through both verbal and
nonverbal cues what the physical item will be in the pretend scenario. An element to this that
may be overlooked will be the concept of intersubjectivity that stems from the concept of
scaffolding, or as defined in Teacher’s Interaction Styles during Sociodramatic Play that
Promote Reading and Writing among Preschoolers, “his refers to the process wherein two
persons of different views discuss a problem to arrive at a common solution by means of
communicating effectively during a joint activity” (Tongson, 2014, p. 58). This will demonstrate
social competence, problem solving, and ability to communication skills.
Conclusion
While play is not how children spend their most of their time, it is one of the most
paramount aspects of development. Play serves as the holistic catalyst to early development
being that it is multi-disciplinary and multi-sensory. Children learn to observe, imitate, interact,
and communicate on a level that is not task specific. In contrast, academic work within the
classroom focuses on one aspect of educational development at a time and disregards things that
do not correlate with the lesson being taught. Play is integral to help children develop properly.
Our current societal landscape is drifting away from this notion, and the children are the ones

10. IMPORTANCE OF PLAY 10
who are suffering. The lessons learned through play cannot be replicated through any other
means. It is the key to unlocking developmental progress. The aspects of play covered within this
paper were the developmental stages of play, cultural influences, a framework of play based
primarily on Vygotskian theory, the challenges of play, current play research, an example of
instruction-expanding symbolic/sociodramatic play, and how they all work together to help form
consciousness, ability, and proper development in children.
Recommendations
There are a lot of different forums that are available to share information with groups of
people. As our society becomes more technologically advanced, the most relevant forum
available would be social media. There are numerous social media sites that people check almost
compulsively throughout the day on their cell phones or computers. Social media is a highly
effective way to reach a very large group of people at once. I would gladly make
accommodations for those individuals whom do not have access or desire to participate in social
media by providing either a website or printed copy of the information being presented. This is
an area of discussion that needs to be pressed and exposed to parents, guardians, educators, and
policy-makers. Our youth is suffering because of the prevalence of standardized testing being the
end-all, be-all of education. This concept is a travesty and through social media and whatever
accommodations necessary, I would like the benefits of play to be spread.

11. IMPORTANCE OF PLAY 11
References
Aldridge, J., Sexton, D., Goldman, R., Booker, B., & Werner, M. (1997). Examining
contributions of child development theories to early childhood education. College
Student Journal, 31(4), 453.
Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from
Vygotsky. American Journal Of Play, 6(1), 111-123.
Burkholder, E. O., & Peláez, M. (2000). A behavioral interpretation of Vygotsky's theory of
thought, language, and culture. Behavioral Development Bulletin, 9(1), 7-9.
doi:10.1037/h0100530.
Frost, J., Wortham, S., & Reifel, S. (2011). Play and child development. Upper Saddle River, NJ:
Merrill/Prentice-Hall.
Gagnon, S. G., & Nagle, R. J. (2004). Relationships between peer interactive play and social
competence in at-risk preschool children. Psychology In The Schools, 41(2), 173-189.
Hennessey, B. A. (2015). If I were Secretary of Education: A focus on intrinsic motivation and
creativity in the classroom. Psychology Of Aesthetics, Creativity, And The Arts, 9(2),
187-192. doi:10.1037/aca0000012.
Jahoda, G. (2012). Critical reflections on some recent definitions of 'culture'. Culture &
Psychology, 18(3), 289-303. doi:10.1177/1354067X12446229
Kravtsov, G. G., Kravtsova, E. E., & Favorov, N. S. (2010). Play in L.S. Vygotsky's nonclassical
psychology. Journal Of Russian & East European Psychology, 48(4), 25-41.
doi:10.2753/RPO1061-0405480403.

12. IMPORTANCE OF PLAY 12
Obukhova, L. F. (2012). Vygotsky and Developmental Psychology in His and Our Time.
Cultural-Historical Psychology, (1), 51-58.
Richardson, G. R. (2007). The great outdoors. Education Review, 20(1), 92-99.
Tongson, E. C. (2014). Teacher's Interaction Styles during Sociodramatic Play that Promote
Reading and Writing among Preschoolers. Social Science Diliman, 10(2), 56-99.
Winstone, N., & Millward, L. (2012). The Value of Peers and Support from Scaffolding:
Applying Constructivist Principles to the Teaching of Psychology. Psychology Teaching
Review, 18(2), 59-67.