The Importance of Play in the Curriculum
The Association for Childhood Education International (ACEI) affirms the idea that play is absolutely essential in children's lives (Quisenberry, 2002). Vast amounts of research support the idea that play is critical in the healthy development of young children; physical development, social/emotional developent and cognitive development are all greatly enhanced and fed by play (Brewer & Kieff, 1996/97). The play that occurs at school is equally important to play at home, and yet it differs in several ways. At school, children are exposed to a larger group of peers, and possibly increased cultural diversity. Children are also provided with unique materials and equipment not commonly found at home, as well as more space to move around and explore. At school, play is scheduled and facilitated by the teacher, who may guide students in questioning and exploring the world around them (Brewer & Kieff, 1996/97). Play allows children to be themselves and encourages deeper levels of understanding through active involvement (Riley & Jones, 2010). Any parent knows that young children have seemingless endless energy; by allowing play in the classroom, children are able to express that energy in a healthy way that helps them learn about their natural interests and abilities. Please read below about how play in our classroom centers contribute to specific developmental domains, and also check out some additional resources under "More Information About Play."
Physical Development
As children move around, physically engaging in and exploring their environment, they develop and refine their gross and fine motor skills (Quisenberry, 2002). Children may bend, stretch, crawl and twist as they play, especially outside where there is more open space; these movements help strengthen what we call gross motor skills. During more focused play, such as putting together a puzzle or drawing a picture, children are able to fine tune smaller, more delicate movements, or fine motor skills. During free-play, students have the choice of visiting the classroom "Dance Station" where there is a CD player with a variety of child-appropriate discs to choose from. The students are welcome to pick out a CD and get their groove on, as long as the volume dial does not go past the number 5. By allowing students to load and operate the CD player, they are using their fine motor skills and obviously, their gross motor skills get a workout once they break out some funky fresh dance moves!
Social Development
The arts and crafts station is a hub for both creativity and social development in the classroom. This area provides a plethora of materials to be used in whatever way the students choose. Children who choose to play in this area will find paper, glue, pencils, markers, stamps and inkpads, string, buttons, scraps of fabric, hole punches, scissors, staplers, and a variety of other materials. There is typically only room for 2-3 students at a time in this area, and so the children must learn to communicate with each other about their desire to use the space and often take turns working on projects. By practicing their verbal communication, turn-taking and sharing, students are simultaneously strengthening their social development as well (Riley & Jones, 2010).
Emotional Development
Our dramatic play area is a constant hotspot in the classroom. This station includes a small table and chairs, a mini kitchenette, shelves, and many props such as: dress-up clothes, baby dolls, prop food and drink, stuffed animals, toy cell phones, bags, purses, baby doll beds, etc. While playing in this area, children are able to recreate and make sense of the grown-up world on their own scale and in their own way. According to research, children who engage in dramatic play are often more joyful and better at cooperating, more open to sharing and turn-taking, and also have larger vocabularies than children who engage their imaginations less frequently (Borden, 1997). Students playing at this station often act out a variety of emotions, including happiness, sadness, anger, frustration and surprise to name a few. Children often express empathy for one another and exhibit flexibility via substituting objects for props they do not have (Borden, 1997). This station is one of the most entertaining and fun to observe!
Cognitive Development
If I had to name one classroom station as the most popular, it would be the block area - hands down! Due to the popularity of this area, and limited indoor space, we limit the number of children in the block area at any given time to four. On especially busy block days, a sign-up sheet is used to create a que for play in the block area. While playing with blocks, children are experiencing cognitive development in a variety of ways. Scientific, mathematical, art, social studies and language concepts are all called into play with blocks (Borden, 1997). Math knowledge is especially enhanced at this station, as the children learn about depth, width, height, length, measurement, volume, area, classification, shape, symmetry and equality - simply by manipulating and playing with blocks! (Borden, 1997)