Young children's natural affinity and intrinsic need to play is a clever and sophisticated resource that is not capitalised upon enough by teachers. There is something wonderful about the way in which children are born to play; the eclectic mix of skills and innate motivation they demonstrate at a very early age, which enables them to discover new things efficiently and access what they want.
As a result, children are already competent and capable explorers, hypothesisers and seekers of learning and knowledge. What is needed is for teachers to tune into their existing world of play, hook into their ideas, thoughts and interests and then to use this to teach. In short, children are already on a path of learning, they are already learners. Teachers need to get on this path with them and head in the same direction.
The key to understanding this lies with our knowledge of play, how children learn and develop (child development) and how we support and extend their understanding.
PLAY, INDEPENDENT THINKING AND LEARNING
There is ongoing debate about the value of play and it can feel as though the same old issues are repeated but this, at least, keeps the role of play at the forefront of our work with children.
In 1929, Susan Isaacs had very similar discussions to ours today about the place of play in children's learning and development. As a psychologist, psychoanalyst and teacher she was very clear that it was, 'through these play experiences that the child's mind grows'. Now, after 83 years we have the 'hard' evidence, through robust research studies and modern theories of the crucial nature of play in supporting children's development, thinking and learning.
The wealth of recent research has moved our arguments forward from 1929 and strengthened the case for a play-based curriculum from birth to seven years old. For example, Dweck's (2006) work on children's mindsets has emphasised the role of play in ensuring that children develop a belief in themselves as thinkers and learners.
As natural players, children start from a point of intrinsic desire to be involved and motivated in their play. They feel engaged and empowered and through this their confidence and competence as thinkers and learners is established. As this happens, children develop a 'growth mindset' which underpins and extends their capacity for learning; ensuring that their attitudes and dispositions to further challenges are valued and supported. These are the crucial skills that children need to have in order to become effective learners for life.
Dweck also identified the impact on children's learning of having a 'fixed mindset'. In this case children are passive and have no active engagement in their learning. They have quickly learned that others will tell them what to do and there is always a right answer, which will ultimately lead to a lack of confidence, courage and inclination to take a leap and try it for themselves. Children with a 'fixed mindset' 'see learning as a risky business' and 'have in effect set their own limits' (DCSF, 2010, p7). Fortunately, a 'fixed mindset' can be turned around by building children's confidence and belief in themselves as learners, although we would not want children to be in this 'zone' in the first place. One of the key ways of achieving this is through play, particularly play which is led by the child.
SELF-REGULATION
Linked with children's development of a growth mindset is the development of self-regulation. This disposition is generated through a child's experience of play from an early age. Self-regulation grows from babyhood where children are reliant on their closest adult, usually their mother, to support their attempts at finding out about the world and making their needs known. It is rooted in good attachment, nurturing and attunement and derives from the child being 'regulated' by others (for nourishment, love, support, guidance, communication, etc) to the child regulating themselves (being self-sufficient in terms of basic needs, able to decide what to do next and increasing their independence).
Self-regulation encompasses a whole range of crucial 'learnacy' skills which have grown out of the child's experience of play by themselves and with others. It includes children feeling intrinsically motivated to be involved and engaged in an activity, where they seek out challenges and persist at the task even when the going gets tough. It is where children will use a range of strategies and techniques to explore, find things out and solve problems and feel comfortable to change tack when they need to. In this case, getting it wrong is okay as it is just part of their problem-solving, they don't lose confidence or feel defeated because they got it wrong or it didn't work. As self-regulated thinkers and learners children will be able to plan their next steps and organise their own outcomes. In short, they take responsibility for their own learning.
This is critical for developing children's thinking, reasoning and problem-solving skills as well as being the basis for good development in maths, reading and comprehension (Whitebread, 2011). Whitebread shows that children's self-regulation is 'commonly found in child-initiated, playful activities including group problem-solving'. It is through their play that children become self-regulated thinkers and see themselves as successful, capable and competent learners.
Research has shown us that growth mindsets and self-regulation are central to children's development and learning and as such have significant implications for how teachers connect with and support children's progress. Play, particularly child-initiated play, weaves together children's learning and development.
REFLECTIVE QUESTIONS TO CONSIDER
Play has a significant influence on children's development as independent thinkers and learners.
- What opportunities are there for children's play in your school?
- How do you support and extend children's play?
- Are children excited, motivated and involved in their play?
- Do the children have a belief in themselves as thinkers and learners?
Taking time to discuss questions such as these is a good investment and ensures that as a team you are all sharing your thinking and are consistent in your approach with the children and their families. Furthermore, opportunities to discuss philosophy and practice (pedagogy) will raise the quality of your work and build an effective and empowered team.
PLAYING TO LEARN
Playing to Learn - a guide to child-led play and its importance for thinking and learning was commissioned by teaching union ATL and written by early years consultant Di Chilvers.
The guide builds on the union's Early Years position statement which stresses the need for those working in the early years to have a 'thorough pedagogic knowledge', including an understanding of 'teaching through play' and 'structuring interactions between children to support and challenge learning'.
Though short, the guide is compact, skilfully linking theory and practice and providing opportunities for reflection. Topics covered include child-led and adult-led activities, the continuum of play, observation and suggestions for overcoming familiar challenges such as large classes and poor adult:child ratios.
To order a copy (£9.99 to non-ATL members) or download the document as a pdf, visit: www.atl.org.uk
