 Learning Through Play, the Most Important Learning of AllIt's been said that the work of children is play or,perhaps, to be more exact, learning through play. Play is such a part and parcel of a child's life that childhood is, virtually, defined by the dominance of play. So, why does the massive capacity for play dominate childhood? Many believe the greatest part of human learning is completed by age five. It may be that play is a spontaneous activity, commenced by the child's brain, to initiate early childhood learning. Through play the brain associates learning with fun, causing the child to continue playing more and, therefore, learning more. Learning and play, at this stage of life, are indistinguishable. In fact it seems that learning is play, and play is learning. Learning through play in childhood is independent of outside rules or influences. It is characterized by only the inner wishes of the child, and these can be changed at will. Hence, it is creative, imaginative and, always, fun. The creativity and imagination of childhood play can lead some to be authors and artists. Such people often consider their work play and seek to perform it for its sheer joy. The importance of learning through play is illustrated as follows. Through playing with their hands and feet babies learn what they are, where they are, and who they belong to. By kicking their feet and shaking their hands they learn how to control their body. Through running and whirling around, children learn how to control and move their bodies in space. By reaching and grasping for a spoon and the moon, they learn about distances and what is possible and impossible. By their third year, children's play becomes more imaginative. Anything lying around becomes a fantasy toy. They play horsy with a broom stick and fantasize hopping over tiles on the floor like a bunny. Virtually all children's play is characterized by intense mental and physical activity. Preschoolers like pretending, exploring objects, arranging them in order and building with them. In imitative play, children act out everything around them, including their own feelings of anxiety about a reported earthquake, mother's anger about having to pick up the toys spread about the house, or dad's "words" after hitting his finger with the hammer, etc. Points for parents to ponder: 1. Excess television, computer and video game engagement (more than one to two hours per day) is associated with decreased grades, lowered attention span, aggression and obesity. 2. Think about how children's brains, compared to adult brains, are like sponges, absorbing and learning, virtually, everything they see and hear. Note how these technological media cause normally vivacious, energetic children to remain physically inactive for hours. Then decide how much TV, computer and video game exposure your children should have. Points for parenting consideration that promote learning through play are the following: 1. It aids learning more to feel, touch and manipulate an object, like squeezing a rubber ball or putting marbles in a can, than to see it through a computer screen. 2. The intense physical activity, which characterizes childhood, builds muscle, increases dexterity, improves mood, and uses up the excess energy of childhood, helping children relax. 3. The intense mental activity and learning of childhood is generated by the fun of play. This form of learning through play is highly varied and unstructured, unlike formal, education. 4. Play often gets children outside where they can enjoy nature and receive sunlight that influences hormones vitamins and mood positively. 5. Play allows children to act out and vent their feelings which improves their mood and gives parents the opportunity to determine how they are feeling. Furthermore, by learning through play and acting out their feelings, children learn to cope with feelings. 6. If human brains are created to learn by associating learning with fun, play in other words, should not good parenting strive to make learning fun too? Some recommendations based on learning through play are: 1. Child proof your house so your child can be free to play. 2. Create low lying play areas with household objects in each area of the house since young children follow parents. The kitchen area could have bowls, pots, pans, wooden spoons, etc. Don't forget the sandbox. 3. Find or make old fashioned toys that allow for imagination. For example, dolls and other figures without faces, stand-up dolls made of felt or wool, etc. 4. Take your child outdoors and collect objects from nature for play, like branches, pieces of bark (among other things, these can be used as blocks), etc. 5. Encourage your child to play in nature by buying raincoats and other gear. There is nothing more fun than kids playing in the rain. 6. Turn off the TV for it interferes with the imagination and family cohesiveness. Try reading stories, star gazing, or going for short walks after dinner. Use your imagination to discover things to do and they will use theirs. 7. Invite other children over to play. 8. Look for schools that don't push structured academic learning. Interest in learning to read increases at around five for children who have not been taught to read earlier. 9. Value play over early academic programs that force kids out of the natural world of play before they are ready.
For information, concerning learning through play, click here.
|
