Philosophy of Play
Play occupies a central position in a well-balanced curriculum meant for children. Based on the philosophy that children become omnipotent learners through various play activities, learning experiences should integrate play activities for them to become relevant. Symbolic play, functional play, and play-based assignments such as singing and performing necessary math activities are fundamental representations of what play indeed means in children’s learning and development, as shown in the images below.
Figure 1: A child holding a power saw toy (Source: Hasa, 2019).
The picture above is an example of symbolic play in which a child imitates the activities of adults. It manifests the underlying philosophy that children are all-powerful learners who can experience an adult’s world without limitations. According to VanHoorn et al. (2014), play encourages learning and the expansion of children’s universe when they engage in make-believe activities. Through the above symbolic play, the child quickly develops basic notions about adult life. The child is thus, able to fit into the adult’s life by imitating what adults do. Besides fostering creativity and problem-solving skills, kids can develop pro-social skills and comprehensive mastery of language skills. When the child holds power saw like an adult, all of his environment becomes adult-like. He is, at once, a responsible adult with a “task to accomplish.” Encouraging such kinds of play activities instills a sense of responsibility among children, making them potentially responsible adults.
Figure 2: Children riding a bicycle (Source: Google Photos)
The picture above shows for children riding one bicycle. One child is in the position of a rider, whereas three others are posing as passengers. The photo is unlikely to portray what adults do since it is rare for four adults to ride on one bike. However, it is possible that they initiated this nature of play out of sheer creativity. The kind of play portrayed is functional play, which entails children playing with objects or toys depending on the intended purpose (Richards et al., 2020). In this regard, children learn to make multiple senses of their surroundings. It further entails a more in-depth exploration of their world. In the visual above, two kids face opposite directions and are at the edges of the bicycle.
In contrast, the rider and the youngest one occupy the middle and relatively safer positions. The positions indicate an understanding of the art of balancing, which encourages creativity. Furthermore, the functional play promotes the development of self-awareness as well as nurturing creativity skills.
Figure 3: Children playing with art materials (Source: Google Photos).
Play-based Activities for children provides them with an opportunity to encounter multiple learning encounters in a manner they enjoy most. In the picture above, two children are engaged in using different art materials, including containers, paint, cartons, and surfaces. Their activities manifest play as a creative activity that enables children to encounter their world in a multi-dimensional way. It leads to physical development and the development of imagination and other necessary skills needed to function both individually and socially. Similarly, children can nurture their artistic skills by developing their best and most preferred creations (Yu et al., 2017). Thus, teachers and parents are responsible for providing the best environment for children to nurture their skills and talents through the provision of the necessary materials and guidance.
Conclusion
Play is a natural activity for children. VanHoorn et al. (2014) note that play is at the core of every learning experience (p. 28). The author also asserts that play is the child’s work (p. 29). Therefore, by allowing English learners to play, teachers not only foster a culture of independence but also nurture the essential skills that children require in their adulthood. English learners thrive in an environment of independent learning, which can either be individual or social. As such, teachers should allow children to play alone and in groups depending on their interests.
References
Hasa (2019). Difference Between Symbolic Play and Pretend Play. PEDIA. https://pediaa.com/difference-between-symbolic-play-and-pretend-play/
Richards, M. N., Putnick, D. L., Bradley, L. P., Lang, K. M., Little, T. D., Suwalsky, J. T., & Bornstein, M. H. (2020). Children’s utilization of toys is moderated by age-appropriateness, toy category, and child age. Applied Developmental Science, 1-14.
VanHoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2014). Play at the center of the curriculum. Pearson Higher Ed.
Yu, J. L. W., Garces-Bacsal, R. M., & Wright, S. K. (2017). Young children’s responses to artworks: The eye, the mind, and the body. International Journal of Education & the Arts, 18(30).