THE IMPORTANCE OF PLAY BASED LEARNING

Children have different ways in making sense of the world (Lysaght, Verenikina & Vialle, 2014). Accordingly, we believe by allowing students to become active learners we then allow them to become independent seekers of knowledge. Hereafter, this essay will be discussing the vitality of play based learning, where we will be presenting you with two different opinions on the matter, from Piaget’s perspective and through Vygotsky’s approach. Furthermore, we will be relating both viewpoints with the effects of play based learning on the adult life.

 Learning through play as a child is the beginning of a complex journey that people must take to develop and function as effective adults. When children play, they are slowly making sense of their world through interaction with objects, people and representations (Australian Government Department of Education, Employment and Workplace Relations, 2009). As the Early Learning Framework (EYLF) states, play helps children to learn how to communicate, explore, expand and test ideas, create, problem solve, imagine and learn social skills in a safe and enjoyable manner( DEEWR, 2009). Play based learning assists in the development of cognitive, emotional, sensorimotor and language function. All which are essential to students’ academic and social capabilities (Bergen, 2002).

Moreover, according to Piaget’s theory of cognitive development, children obtain knowledge through self-discovery, because all children are naturally driven and self-motivated towards exploring their surroundings. (Lysaght et al, 2014). He proposed that children’s cognitive development takes place through the formation of schemas (mental structure or organisation) which are constantly challenged (Lysaght et al, 2014). The learner must be intellectually stimulated and challenged, where his/hers state of mind must be shifted form a balanced mode to disequilibrium, after then, the learners with attempt to resolve the challenge will achieve cognitive growth as an outcome (Lysaght et al, 2014).

These schemas are constantly reorganised through the processes of adaptation, accommodation and equilibration as children, even adults use these mental structures to make sense of the world around them (Lysaght et al, 2014). An example of this concept in a toddler we have observed, a 1 year old attempting to climb the sofa and then having trouble getting back down. The transition from equilibrium to disequilibrium and back again took place when the child learnt to resolve the predicament. In this instance the child learned that by crawling backwards, with feet towards the ground, he/she could easily get down from the sofa. Thus, cognitive growth had taken place (Lysaght et al, 2014).

Furthermore, play has been shown to be an important part of development form as early as infancy (Geva & Orr, 2015). A study titled Symbolic Play and language development shows the correlation between representational play and the development of vocalisation and speech (Geva & Orr, 2015). When a baby reaches out for an object, grasps and then shakes it, they are doing more that developing their motor skills. They are, also, exercising the part of the brain responsible for control mechanisms. This part situated in the left side of the brain is also responsible for rhythmic actions and vocal sounds, as well as the synchronisation of the two (Geva & Orr, 2015).

For instance, as infants progress from playing with a single object such as a spoon in representational play to two or more objects such as placing a bowl on a doll as a hat, they are displaying signs of developing higher order thinking. This is because they are showing the ability to think beyond what is directly in front of them as they use one object to represent another. It is thought to be the development of higher order thinking that links the progression in mental and motor control as well a language skills (Geva & Orr, 2015).

Similarly, a research conducted by Cook in 2000, investigated numeracy based play and considered the role that engagement in maths based setting had on pre-schoolers. In an environment where students were exposed to mathematical artefacts, these students were more actively engaged in using mathematical language and recognising mathematical concepts. Studies have found a correlation between early childhood maths experiences and mathematical understanding in later high school years (Bergen, 2002).

Correspondingly, another study has been undertaken in regards to early literacy, finding that play based education can also enhance children’s cognitive capabilities (Hill & Launder, 2010). Research suggests that when students participate in various forms of role play they develop skills in understanding the different uses of language (Hill & Launder, 2010). For example, when children take on different character roles when engaging in pretend play. The same takes place in classroom context, where these developing language skills are the foundation that students utilise when forming an understanding of how to read and write (Hill & Launder, 2010).

On the contrary, Vygotsky believed that the psychological development of children involved their growing in to the culture in which they exist and their understanding of what is valued in that culture and how people think and behave (Lysaght et al, 2014). An example of play that relates to this concept is that of children playing role play games. As a child we would often play ‘schools’ or ‘doctors’ with friends. We would play out our experiences and understanding of the roles of teacher vs student or doctor vs patient reflecting our understanding of the concepts of authority and leadership vs obedience and submission.

Likewise, growing into a culture also involves learning to use the tools (artefacts) of that culture (Lysaght et al, 2014). Whether a toddler is using coloured pencils to scribble on a piece of paper or an eight year old playing a computer game they are both on their journey of mastering a tool relevant to modern society. Drawing and following a treasure map in a pirate game is another example.

Also, Vygotsky theorised that an individual’s understanding of their world and therefore development, is co-constructed with other people in their environment. Based on personal experience, I can see the relevance when younger siblings learn things more quickly from playing with older siblings. On the other hand, older siblings had to learn many things independently. I personally, have had no older siblings to copy or try to keep up with. Another reflection, I have also noticed that my children have developed at an accelerated rate when attending preschool. I believe this is because a preschool environment offers older children as well as teachers who can dedicate their time to teaching children how to behave, listen , use different tools as well as communicate, all while carrying out play based learning.

Additionally, both Vygotsky and Piaget agreed that positive development is dependent on a person’s active participation in the exploration of their environment (Lysaght et al, 2014). Whether a child is playing solo in a sandpit or playing tag with a group of children, both types of play are developing skills which will be useful in adult life. Therefore, whether you support Piaget’s theory of cognitive development or Vygotsky’s ‘socio-cultural view it is evident that play experience is an essential part of development and therefor relevant to an individual’s maturation to adulthood.

In conclusion, whether you consider yourself to be Vygotsky’s supporter or an enthusiast of the Piaget theories, we believe that play based learning can directly affect the way children acquire knowledge. We provided a linkage between two great minds with a reflection based of either personal experiences or in text referencing, to the effects of the play based learning on adulthood. 

Finally, we acknowledge that each child makes sense of the world differently and according to their own vision of their surroundings (Lysaght, et al, 2005). Likewise, we believe that it is important to incorporate both Piaget’s and Vygotsky’s theories in our teaching strategies, because when allowing the students to become an independent/active learner, while using guidelines and scaffolds to assist the students (Lysaght, et al, 2005). We, then, allow them to become independent thinkers and active members in society.

Written by Shantelle Downey  

References

Bergen, D. (2002) The Role of Pretend Play in Children’s Cognitive Development, Early Childhood Research and Practice, 4(1), 2-13.

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being and Becoming. The Early Years Learning Framework for Australia. Canberra: DEEWR.

Geva, R., Orr, E. (2015). Symbolic play and language development. Infant Behaviour and Development 38, 147-161.

Hill, S. & Launder, N. (2010) Oral language and beginning to read. Australian Journal of Language and Literacy, 33(3), 240-254.

Lysaght, P., Verenikina, I., & Vialle, W. (2005) Psychology for Educators. South Melbourne: Cengage Australia.