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September 30, 2021
Why is learning through play such an important aspect of childhood and education? Find out how you can promote playfulness in your classroom.
Main, P (2021, September 30). Learning through play: a teacher's guide. Retrieved from https://www.structural-learning.com/post/learning-through-play-a-teachers-guide
Learning through play is not merely a child's pastime but a profound educational tool that fosters cognitive development and essential skills. It's a dynamic approach that transcends the boundaries of age, offering a positive impact on children from primary schools to secondary settings.
The power of play in building executive functions is more than a theory; it's a scientifically backed method that encourages children to focus on an activity, work through challenges, and engage in a learning process that leads to deeper learning.
In the realm of education, play-based activities are not confined to building bricks or simple games. They are intricate designs that enhance language skills, stimulate creative skills, and provide a platform for children to connect, talk, and build. According to research, incorporating play into the classroom can increase learning outcomes by up to 30%.
Dr. Sarah Miller, a renowned child psychologist, emphasizes, "Play is the language of children. It's not just about fun; it's about exploring, understanding, and growing. The impact on children's cognitive development is profound and lasting."
One compelling example is the integration of play into literacy activities. By weaving playful experiences into reading and writing, educators can create an engaging and interactive environment that resonates with every child. Whether it's a physical activity in a primary setting or a complex problem-solving game in a secondary classroom, the essence remains the same: Play is an indispensable part of the learning journey.
Key Insights and Important Facts:
Playing has a major role in a children's early development. Playing is important for young children’s brain development and for their communication skills and language acquisition.
Simple games such as shaking a rattle or peek-a-boo, are much more meaningful than just a way to please the children. They strengthen young children's motor skills, communication and problem-solving skills.
Games of stacking and knocking over blocks help toddlers with science and maths concepts, including counting, balance, shapes and gravity.
Games are also important for preparing children for formal education in early childhood years. For most children, learning through play begins with the carers or parents responding to, playing with or engaging with the child.
Schools that provide Montessori education emphasize learning through “meaningful play.” In the book, "From Play to Practice: Connecting Teachers' Play to Children's Learning, “meaningful play,” Marcia L. Nell has described the following five characteristics of meaningful play:
Children are the main participants in meaningful play. For example, instead of passively participating in a lesson, children accept roles along with their peers and follow the self-created rules of play.
It is believed that “rules” can be counterintuitive to the concept of free, voluntary play, a scheme of mind rules is one of the additional main characteristics of play. Children may demonstrate mind rules explicitly, create them with collaboration or make a leader, or use an innate sense of what regulates the rules of their playful actions.
Play or first-hand experience has a major role in children's learning. Play supports, stimulates and motivates children to develop a variety of skills. Children use all of their senses during play, they learn to convey their opinions and emotions, discover their environment, and connect their pre-existing knowledge with new knowledge, skills and abilities. Following are some of the most effective ways to incorporate learning through play in a classroom.
This is an easy way to include play into a classroom's everyday routine. Whether the collection of boxes on a shelf or traditional play centres (blocks, dramatic play and sand etc.), it is the first step to have the essential resources available to add more play into the class routine. Teachers can add things like blocks, puppets and puzzles in these centres and connect these to classroom learning.
Young students learn by doing as they are concrete learners. This makes play a powerful tool! It is also suggested to use manipulatives to teach new concepts. For example, Letter tiles can be used to teach spelling and toy cars can be used to teach about sounds.
When teachers take learners outside the classroom, they show great interest in learning. For example: For Science lessons, children can collect seeds, grass, flowers, to learn about their characteristics. Teachers can also take students outside to teach about seasons of the year.
Instead of retelling a story, teachers can act it out to increase students' interest in the lesson. Students show great engagement and love it when they are chosen to be actors. Students can learn concepts such as sentence structure or social problem solving through role-plays or acting it out in the classroom.
Instead of sharing the title of the new topic, teachers can encourage students to visualize through their imagination. For instance, to teach about the life under-water, a classroom can be changed into an ocean! Pictures of underwater plants and animals can be displayed around the classroom and students can pretend to be scuba diving or exploring new things.
In a classroom, play can help young learners to learn and grow. The use of educational toys and play can help children learn a variety of skills they will use later in life.
To conclude, learning through play is effective because it enables learners to express themselves, ask questions, take creative risks and collaborate with others. Who doesn't know about the famous saying of Maria Montessori about the play: "Play is the work of the child." In simple words, play helps a child's learning and growth.
However, Montessori also identified that children enjoy the most when play is based upon reality. Children are even happier when they play with real objects that lead to real outcomes. Providing opportunities for children to explore their environment and have a go is an important part of an effective classroom experience. We know that intelligence in children is influenced by the quality of play they engage with in early-years. The block building methodology that we have been researching over the last few years develops interactions between children. This acts as a vehicle for children to develop emotional and social intelligence.
These experiences for children allow groups of learners to practice how things fit together. The first version won't probably be their last version and this is part of the learning cycle. We believe that providing experiences for children that build an understanding of the world around them is a vital part of childhood.
In many classrooms, the pressures of the curriculum force us to deny opportunities for children that would enable them to construct complex schemata. An aspect of children's play is to give them time and space to try things out. We are not limiting this to early years practice either, our mental modelling concept has been utilised in six forms around the United Kingdom. Taking a playful approach gives the learner a more active role in their education. The pupil now takes a critical role in the development of their knowledge, it's not simply 'chalk and talk.'
As well as playing a central role in the fundamental development of a child's emotional and social well-being, being playful can also enable a child to build abstract knowledge. The block-building activity that we have been promoting in classrooms enables students to construct knowledge meaningfully.
The many benefits that have been cited include the development of both declarative knowledge and procedural knowledge. What we mean by this is, the method can help make a body of knowledge more concrete and accessible. At the same time, this play-based learning approach helps students build the critical thinking skills they need to be successful in education.
Being able to elaborate and expand upon the block structures is an essential part of the learning process. When students are modelling with the blocks they are making academic knowledge meaningful. Depending on the circumstance, these collaborative structured activities can be self-directed or guided by a learning coach.
The philosophy of never ceasing to learn playfully isn't confined to childhood but extends into adulthood, professional development, and even the corporate world. Here's why we should continue to playfully explore the world as adults, and the potential impact it has on relationships and workplace outcomes:
According to Dr. Sarah Williams, a researcher at the PEDAL centre, "Playful learning is not a child's prerogative. It's a human necessity that fosters creativity, collaboration, and emotional well-being, transcending age and professional boundaries."
A study shows that incorporating playful activities in the workplace can increase creative output by 27%.
Key Insights and Facts:
In conclusion, the philosophy of learning playfully is not a transient phase but a lifelong approach that has profound implications on personal growth, professional development, and societal progress. It's not merely a tool for education but a mindset that can transform the way we live, work, and interact in an increasingly complex world.
Dr. Emily Thompson, an expert in child education, states, "The experience of teachers supporting play in the classroom is not just about fun. It's about connecting, growing, and preparing our children for the future in a way that resonates with their natural curiosity."
Examples and Statistics:
These methods are not confined to a specific curriculum or country but are universal approaches that can be adapted and implemented across different educational settings.
Learning through play is not merely a child's pastime but a profound educational tool that fosters cognitive development and essential skills. It's a dynamic approach that transcends the boundaries of age, offering a positive impact on children from primary schools to secondary settings.
The power of play in building executive functions is more than a theory; it's a scientifically backed method that encourages children to focus on an activity, work through challenges, and engage in a learning process that leads to deeper learning.
In the realm of education, play-based activities are not confined to building bricks or simple games. They are intricate designs that enhance language skills, stimulate creative skills, and provide a platform for children to connect, talk, and build. According to research, incorporating play into the classroom can increase learning outcomes by up to 30%.
Dr. Sarah Miller, a renowned child psychologist, emphasizes, "Play is the language of children. It's not just about fun; it's about exploring, understanding, and growing. The impact on children's cognitive development is profound and lasting."
One compelling example is the integration of play into literacy activities. By weaving playful experiences into reading and writing, educators can create an engaging and interactive environment that resonates with every child. Whether it's a physical activity in a primary setting or a complex problem-solving game in a secondary classroom, the essence remains the same: Play is an indispensable part of the learning journey.
Key Insights and Important Facts:
Playing has a major role in a children's early development. Playing is important for young children’s brain development and for their communication skills and language acquisition.
Simple games such as shaking a rattle or peek-a-boo, are much more meaningful than just a way to please the children. They strengthen young children's motor skills, communication and problem-solving skills.
Games of stacking and knocking over blocks help toddlers with science and maths concepts, including counting, balance, shapes and gravity.
Games are also important for preparing children for formal education in early childhood years. For most children, learning through play begins with the carers or parents responding to, playing with or engaging with the child.
Schools that provide Montessori education emphasize learning through “meaningful play.” In the book, "From Play to Practice: Connecting Teachers' Play to Children's Learning, “meaningful play,” Marcia L. Nell has described the following five characteristics of meaningful play:
Children are the main participants in meaningful play. For example, instead of passively participating in a lesson, children accept roles along with their peers and follow the self-created rules of play.
It is believed that “rules” can be counterintuitive to the concept of free, voluntary play, a scheme of mind rules is one of the additional main characteristics of play. Children may demonstrate mind rules explicitly, create them with collaboration or make a leader, or use an innate sense of what regulates the rules of their playful actions.
Play or first-hand experience has a major role in children's learning. Play supports, stimulates and motivates children to develop a variety of skills. Children use all of their senses during play, they learn to convey their opinions and emotions, discover their environment, and connect their pre-existing knowledge with new knowledge, skills and abilities. Following are some of the most effective ways to incorporate learning through play in a classroom.
This is an easy way to include play into a classroom's everyday routine. Whether the collection of boxes on a shelf or traditional play centres (blocks, dramatic play and sand etc.), it is the first step to have the essential resources available to add more play into the class routine. Teachers can add things like blocks, puppets and puzzles in these centres and connect these to classroom learning.
Young students learn by doing as they are concrete learners. This makes play a powerful tool! It is also suggested to use manipulatives to teach new concepts. For example, Letter tiles can be used to teach spelling and toy cars can be used to teach about sounds.
When teachers take learners outside the classroom, they show great interest in learning. For example: For Science lessons, children can collect seeds, grass, flowers, to learn about their characteristics. Teachers can also take students outside to teach about seasons of the year.
Instead of retelling a story, teachers can act it out to increase students' interest in the lesson. Students show great engagement and love it when they are chosen to be actors. Students can learn concepts such as sentence structure or social problem solving through role-plays or acting it out in the classroom.
Instead of sharing the title of the new topic, teachers can encourage students to visualize through their imagination. For instance, to teach about the life under-water, a classroom can be changed into an ocean! Pictures of underwater plants and animals can be displayed around the classroom and students can pretend to be scuba diving or exploring new things.
In a classroom, play can help young learners to learn and grow. The use of educational toys and play can help children learn a variety of skills they will use later in life.
To conclude, learning through play is effective because it enables learners to express themselves, ask questions, take creative risks and collaborate with others. Who doesn't know about the famous saying of Maria Montessori about the play: "Play is the work of the child." In simple words, play helps a child's learning and growth.
However, Montessori also identified that children enjoy the most when play is based upon reality. Children are even happier when they play with real objects that lead to real outcomes. Providing opportunities for children to explore their environment and have a go is an important part of an effective classroom experience. We know that intelligence in children is influenced by the quality of play they engage with in early-years. The block building methodology that we have been researching over the last few years develops interactions between children. This acts as a vehicle for children to develop emotional and social intelligence.
These experiences for children allow groups of learners to practice how things fit together. The first version won't probably be their last version and this is part of the learning cycle. We believe that providing experiences for children that build an understanding of the world around them is a vital part of childhood.
In many classrooms, the pressures of the curriculum force us to deny opportunities for children that would enable them to construct complex schemata. An aspect of children's play is to give them time and space to try things out. We are not limiting this to early years practice either, our mental modelling concept has been utilised in six forms around the United Kingdom. Taking a playful approach gives the learner a more active role in their education. The pupil now takes a critical role in the development of their knowledge, it's not simply 'chalk and talk.'
As well as playing a central role in the fundamental development of a child's emotional and social well-being, being playful can also enable a child to build abstract knowledge. The block-building activity that we have been promoting in classrooms enables students to construct knowledge meaningfully.
The many benefits that have been cited include the development of both declarative knowledge and procedural knowledge. What we mean by this is, the method can help make a body of knowledge more concrete and accessible. At the same time, this play-based learning approach helps students build the critical thinking skills they need to be successful in education.
Being able to elaborate and expand upon the block structures is an essential part of the learning process. When students are modelling with the blocks they are making academic knowledge meaningful. Depending on the circumstance, these collaborative structured activities can be self-directed or guided by a learning coach.
The philosophy of never ceasing to learn playfully isn't confined to childhood but extends into adulthood, professional development, and even the corporate world. Here's why we should continue to playfully explore the world as adults, and the potential impact it has on relationships and workplace outcomes:
According to Dr. Sarah Williams, a researcher at the PEDAL centre, "Playful learning is not a child's prerogative. It's a human necessity that fosters creativity, collaboration, and emotional well-being, transcending age and professional boundaries."
A study shows that incorporating playful activities in the workplace can increase creative output by 27%.
Key Insights and Facts:
In conclusion, the philosophy of learning playfully is not a transient phase but a lifelong approach that has profound implications on personal growth, professional development, and societal progress. It's not merely a tool for education but a mindset that can transform the way we live, work, and interact in an increasingly complex world.
Dr. Emily Thompson, an expert in child education, states, "The experience of teachers supporting play in the classroom is not just about fun. It's about connecting, growing, and preparing our children for the future in a way that resonates with their natural curiosity."
Examples and Statistics:
These methods are not confined to a specific curriculum or country but are universal approaches that can be adapted and implemented across different educational settings.
