Play: Preparing Children for Life

By Peckie Peters, Head Teacher

Watching a group of seven children run a “chocolate factory” in the sand one day, I observe a clear illustration of the significance of play in children’s lives. Some children are “loaders,” using shovels to load sand onto a gutter that is suspended between two A-frame structures. Others have an assembly line system for transporting water from a silver galvanized bucket using pitchers and buckets, which they empty onto the high end of the gutter. Still others stir the deep brown mixture that flows into a larger container at the bottom of the gutter, overflowing to form a river of chocolate throughout the sand area. It is an intricate balance, which children maintain by talking to each other, solving problems as they arise and adjusting their behavior as the flow of chocolate indicates a need to shift. Having time to respond to their environment and play freely without an imposed structure allows these children to develop skills that they will carry on into adulthood. As Gaye Gronlund, an early childhood educational consultant so aptly states, “Play is how children begin to understand their world.” Renowned educator David Elkind, PhD, states it even more strongly: “Children’s play is a biological imperative, essential to healthy early-childhood growth and development.” The children at Bing Nursery School experience a world where play is primary as they actively explore, ponder, question and reflect.

A play-based program like Bing enables children to develop appropriately, while also giving them a foundation on which to build skills and knowledge. Numerous examples of this phenomenon are visible as one spends a session at Bing. Abby and Bridget cut circles at the self-help table, which they will later make into awards. They use the masking tape to trace the shape and give each other suggestions about how to stay closest to the lines. Abby hops up to get scotch tape from the self-help cart which contains materials that children can use for several purposes: staplers, a variety of hole punchers, pencils and scissors. These girls are experts in this area.

Their competence and confidence comes from having sufficient time to explore the tools and to independently plan a project, select which tool is most appropriate for the task and experiment with possibilities. This is the essence of Bing, where children are given time to make open-ended choices, identify their goals and plan for how they’d like to implement those ideas. Through using tools such as these, the girls also develop the fine motor skills needed for cutting and writing, skills that they will use throughout their lives.

A significant area of the classroom is devoted to the block area. Here, children can design, construct and rearrange blocks as they create train tracks, towers, castles and other structures. What children may not realize is that they are learning the basics of mathematics at the same time. Unit blocks are often children’s first introduction to size, shape, addition, subtraction, balance and pattern. While children are absorbing concepts through play rather than learning through direct instruction, they can build on this foundation when more symbolic math instruction begins in kindergarten. As Katie and Mary build a farm for animals, they explore concepts of balance, while developing language and communication skills. The girls agree that they want their structure to “look the same on both sides” and periodically stand up to see if they are accomplishing this. They experiment with different sizes of blocks as they try to achieve the look they envision. They exchange ideas about different ways to accomplish their plan and make choices that they both agree on. At one point a teacher inquires: “What do you think will happen if you put the block here?” a suggestion that the girls ponder and seem to consider integrating into their structure.

At the writing table Kristopher draws several lines on a pre-made book and slips it into the mailbox of his friend John. “You’ve got mail!” he squeals to John as he runs outside. John approaches his mailbox and smiles a wide grin as he sees the mail in his box. “What does it say?” he asks a teacher. “It’s a letter from your friend Kristopher,” she answers. “Oh, I better write him back,” answers John. He picks up a similar book, “writes” several lines on three different pages and then hunts for his friend’s mailbox. He spies the picture of Kristopher, then points to his name under the photo and happily inserts it. The teacher pulls out a stencil for tracing letters and shows it John. “You could also use this to write ‘John’ on your note, so Kristopher will know it’s from you,” she suggests. John inspects the tool. “Maybe next time” he responds and runs out to join his friend. Maybe he is not ready to use it yet but another day he may choose to do so. “I’d like to use it,” says Isabella who is drawing pictures with colored pencils at the table. She begins to carefully write the letters of the alphabet. These children are both learning information about the value of writing. John and Kristopher know that print carries meaning, that writing in a particular format constitutes “mail” and are learning that letters are formed by making lines in different directions. Next time they may want to try a stencil or they may watch another child writing their name and decide to try it too. Isabella knows that letters and pictures convey different kinds of meaning and is developing better muscle control for forming letters. She also gets the experience of completing a task competently and independently, both of which boost self-esteem and confidence. These children are also improving the fine motor muscles needed when children undertake the process of learning to form letters. Concurrently they are learning that writing and reading have a purpose, which is ultimately what motivates children to want to become readers and writers.

Outside, Jonathan, Victor, K.C., Andres and Max play a running game. They are developing large muscle coordination as they run, climb and jump. Having opportunities to develop solid gross motor skills gives children a foundation on which to build and refine their fine motor skills. They are learning about self control as they move freely throughout the outdoor space while also developing the socialization skills which come with playing with other children. They spot a table on the top of the hill with strips of construction paper, scissors, tape and gold paper. “Would headbands be a good costume for your game?” asks a teacher. The boys’ attention is focused for 15 minutes as they construct headbands, measuring pieces to fit their heads, cutting “tails” to hang down their backs. Later, the boys return to their imaginative game.

Snack time provides an opportunity to build community within a smaller group in the classroom. Children master important self-help skills as they wash hands and use the bathroom independently. They develop important language skills as they engage in conversation, express feelings and learn to take turns. Reading stories give children positive experiences with quality literature, and a context where they can ask questions and develop familiarity with print. Letter and even sound awareness is encouraged as groups play games related to identifying their own names both aurally and in print.

Story time provides yet another time for children to experience themselves as part of a community. In a large group setting, children can share ideas and practice being attentive to an adult who is leading the group. It also provides a forum for sharing their expertise and their experiences and developing the self confidence that comes from receiving validation from a group.

Observing and interacting with children in the classroom provide examples of children engaged in experiences that help them develop curiosity about learning, a respect for the materials and people around them and an appreciation of themselves. A child reads a book, pointing with her index finger as she retells the story. Another child spends more than 30 minutes each morning experimenting with moves on the outdoor climbers.

Yet another walks around the snack table gently touching each child’s head as he counts how many children are present. Each child is developing abilities in the important areas of social-emotional competence, communication skills, independence, language and communication, and fine and gross motor development in a context that is developmentally appropriate for them. I am reminded that learning does not take place in a rigid sequence. Rather, it is a complex interaction where each child makes sense of life experiences and challenges through active interaction, support from responsive adults and exposure to challenging but engaging opportunities. It is on this foundation that they will build as they move into later stages of childhood. Having sufficient time for play is critical for children and is the foundation of learning. Make time for play!