As George Bernard Shaw said: “We don’t stop playing because we grow old, we grow old because we stop playing”.
Today is National Play Day, an event originally created to remind families, children and communities about the universal importance of play. It is now as much a celebration of play as it is an opportunity to campaign for its importance in the wider development of children.
But is play just play or is there more to it? While there is a growing body of research and more widespread recognition than ever before about the importance of play to children’s health and well-being, this has yet to be consistently reflected in social or educational policymaking.
The role it plays in children’s learning continues to be debated, particularly when it comes to children over 5. Although children don’t suddenly transition from playful boys and girls the minute they set foot into Year 1, there seems to be an ongoing expectation that it will only be a matter of days before they’re sitting quietly with hands folded, paying strict attention to what teacher is saying.
A quick look at the ways in which play contributes to developing creativity and problem-solving skills, building knowledge and self-confidence and encouraging innovation and risk-taking, should convince even the most hard-headed cynics that it continues to be integral to intellectual, physical, emotional and social growth throughout childhood.
Why is play important?
Dr Stuart Brown, founder of the US-based National Institute for Play, is a world-renowned psychiatrist who makes a strong case for the importance of play to brain development, social integration and life success – from birth through to old age.
The very first interactions we have as babes in arms – cuddling, cooing, tickling, smiling, bouncing, playing peek-a-boo – are all early ways of playing that develop strong bonds with our parents, siblings and extended family, while at the same time providing stimulation to support brain development; laying the groundwork for more advanced learning.
During the early years, as children’s brains grow dramatically and they move rapidly from one developmental stage to the next, play remains central to their growth and development and is the primary means by which they build cognitive skills and begin to make sense of the world.
A place for play in formal education
The Early Years Foundation Stage curriculum recognises the importance of play and there is ample opportunity for child-centred, play-based learning to take the central role.
However, in primary school there is a tendency for play to become a peripheral or even non-existent part of the learning process rather than being an integral part of each day.
A recent study undertaken by the Universities of Strathclyde, Stirling and West of Scotland explored this issue when the Scottish Executive was planning to introduce a play-based pedagogy described as “Active Learning”.
This involved incorporating periods of more traditional teacher-led whole-class learning in areas such as phonics and number work with periods of play-based activities in smaller groups.
All of the teachers involved in this study believed that this type of active or play-based learning promoted a positive, enthusiastic attitude to learning and encouraged independence and confidence in the children.
With the knowledge that play is both a proven and successful way of learning as well as something that children enjoy why are we so intent on driving play out of the classroom as early as possible?
Is it about the children or the results?
One of the issues raised by the teachers in the Scottish study is the difficulty in measuring progression in an active learning setting. As long as the emphasis remains on targets and attainment many primary school teachers will follow the path of least resistance and stick to what they know, ie, grading workbooks and worksheets.
This is in contrast to the early years specialist in a nursery who will always have targets in mind, but is highly attuned and familiar with the individual needs of each child.
As children move up from the early years and on through primary school, they become both more independent and more inclined to work alongside peers, but their learning needs do not suddenly change and will continue to benefit from an injection of play.
A Wellcome Trust report from 2005 recommended that, in order to spark children’s enthusiasm and interest in science, there should be wider use of creative and innovative approaches such as role-play, stories and cross-curricular teaching, which would help children link up what they are learning and better understand the relevance of science in their everyday lives.
Building connections through play
Regardless of their age, children build connections and knowledge based on all of their experiences, whether at home, in the classroom, at the supermarket, or outdoors.
With current concerns around obesity caused by unhealthy diets and lack of exercise, and its long-term social and economic implications, one of our main goals at Eureka! is to help children gain the knowledge and self-confidence to make positive choices around food and activity.
Our recently opened All About Me gallery includes a range of play-based exhibits supported by family programmes and schools workshops which not only build on curriculum but also address the many confusing messages that children will pick up from what they hear and see in the media and has been designed specifically to support family play.
Through their research, Kathy Hirsh-Pasek and Roberta Michnick Golinkoff, authors of Einstein Never Used Flash Cards, have found that the level and variety of children’s play increases when adults participate.
By following the lead of the child, listening, observing, and questioning when appropriate, we are able to extend the play experience in a positive and non-controlling way and enhance learning.
By providing ample opportunities for play, creating environments that support play both inside and outside the classroom, and playing with our children, we are sending the message that play is an important aspect to our lives.
The seeds of creativity and innovation that arise out of early play experiences will continue to grow and thrive if we continue to encourage play, not just when our children are young, but as they move through childhood.
Leigh-Anne Stradeski is the CEO of Eureka! National Children's Museum which is holding events to mark National Play Day