Learning through play

Learning through play

Play is something in which humans of all ages from diverse cultures engage, although the purpose for and the type of play may be different across ages and cultures. Relationships between children and with adults are central to learning and teaching through play. Two-way interactions and the exchange of ideas and thinking between children and adults in play contexts influence children’s continued motivation, sustained interest in the experience and what they learn. A child’s intense interest in watching some snails when he is playing in the garden can be sustained by an adult sharing his interest and asking questions or making comments as they observe the snails together. Using questions such as, ‘Where do you think the snails are going?’; ‘How do the snails move?’; ‘Look Oliver, can you see a trail where the snail has been?’ will help to keep Oliver interested and extend his understandings about snails. 

There is considerable research on the benefits of play for children’s learning across all areas of development.

Cognitive and creativity outcomes

Play is associated with the development of  intellectual skills and understandings. In play experiences children integrate emotions,  thinking and motivation that establish  neural connections critical to effective brain  functioning (Lester & Russell, 2008). When  children play they use imagination and imitation which requires complex cognitive  or intellectual processes. The development of cognitive skills, including dispositions for  learning (such as curiosity and persistence), memory and thinking skills, and language  and literacy skills, have strong links to play (Bodrova & Leong, 2005) 

Play is associated with the development  of creative skills. Play fosters creativity of thought, imagination, strategies for  problem solving and the development of divergent thinking ability (Lester & Russell, 2008, p. 34) 

Social and emotional outcomes

Play is associated with the development of social and emotional skills and understandings. Research shows that play assists children in building social skills that support positive relationships. Playing also helps to teach children how to regulate their behaviour, and understand others’ feelings, as well as promoting a sense of independence.

Early play experiences between adults and very young children have a central role in developing strong attachments in children (Lester & Russell, 2008). Emotional competence and empathy are developed through play experiences as children become aware of their own and others’ emotions, motivations and desires. Through collaborating and cooperating in play, children learn how to negotiate and problem solve their personal dilemmas.

Wellbeing outcomes

Play is associated with increased feelings of wellbeing which lead to good mental health outcomes. The pleasure and satisfaction associated with play and the freedom from pressure to perform in play supports the development of a strong sense of wellbeing (Gordon, O’Toole & Whitman, 2008)

Physical outcomes

Play is associated with physical health. Physically active play is related to the development of physical skills and the increased health benefits of improved metabolism and energy expenditure (Lester & Russell, 2008; Frost, Wortham & Reifel, 2006)

‘Emotional competence and empathy are developed through play experiences …’