The Significance of Play in Primary Education
Play is a natural phenomenon for most children, through which they can add complexity and imagination, whilst moving through the natural stages of development, both physically and mentally. However, it is still controversial in educational literature as to whether or not children learn when they play; a debate whose outcome will ultimately and irrevocably affect education in the primary setting and how it is managed, which is why it is important to carefully consider this question.
Play is difficult to define, due to its culturally and contextually dependent nature. What children may or may not learn is most certainly dependent on the environment in which this learning occurs. However, through play, children have been shown to solve problems, explore or experience something that interests them, and allows the child to express themselves through communication, which implies an educational purpose through play. This suggests that recreation and pleasure are necessary but not defining characteristics of play (Briggs and Hansen 2012).
Play’s Influence on the National Curriculum
The impact of play has had a significant influence on the direction of the National Curriculum. The academic debate exists as to the purpose of a child’s play in education. Evidence demonstrates that physical development is learned through play. Balance, fine motor skills, and locomotor skills develop over time through repetition and physical play. Therefore, it can be argued that the link between development and play is not merely arbitrary. However, Hall (1908) states that play is simply an evolutionary method of releasing excess energy, through exercise and primitive behaviors.
Types of Play in Educational Settings
There have been several types of play identified when observing primary students in a school or educational setting, such as controlled play or artistic play. These can be child-initiated or adult-directed play, and solitary or group play. For example, my own tasks within class settings were to assemble a role-playing area for students. This role-playing area was pertinent to the specific literature being used at the time. As a result, through group work and drama representations, as well as discussions, students gained a deeper insight and understanding of their literature through play (Corbett, 2008).
Child-Led Education and Practical Life Activities
This is further illustrated by Montessori schools, which lead child-led education in which children organize their own activities. In an effort to incite learning through activity, children are led in practical life activities in which a role-reversal takes place, such as performing cleaning tasks, which can prepare them for later life but are seen as recreational activities.
The Role of Play in Developing Social Skills
Another supporting factor illustrating the importance of play are Stein education centers. Stein education supports the idea that self-esteem and social skills such as empathy are attributed to learning through play. This is prevalent in my teaching where children that often do not socialize in academic-based learning, may do so in learning through play.
Academic Learning Through Play
Play can also encourage number recognition and counting, as well as learning in other academic or curricular-based areas through play. Several schools such as mine have “Phonics games” and “Spelling games” that promote knowledge through repetition. Role-playing games also hold this potential, through role-playing activities such as imitating shops or commerce with currency. By doing this the child not only learns basic social skills through imitation, and the social conventions in society, but basic concepts of economy and commerce.