Sharing Good Practice
CHILDREN’S PLAY: BACK TO THE BASICS DR DIKSHA LUNGANI
(playing alongside others), Associative (some interaction and sharing but no common play goal) and Cooperative (organised play with set rules and roles for all) play. *Please do not use these as a checklist, but as points of interest during playful observations of a child.
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et’s go on a journey to explore the ‘what, why and how’ of one of the most underrated aspects of child development: play. Not play-based learning or video games, just, play. Call it free, unstructured, child-driven or child-led play, they are all the same - free time centred around the child’s interests. Not led by an adult or goal-directed, which then becomes a chore or a learning opportunity. Our role is simply to provide the space, time and opportunity for play, not to control it. Here is my take on why we need to preserve or bring back this precious jewel – for them and us.
So why bother with play? The benefits of play for a child’s socialemotional, physical and cognitive development are immeasurable. Play is a natural antidote to rising concerns about obesity and the lack of physical activities and increasing mental health needs in the younger generations. The United Nations Convention on the Rights of the Child classifies play as a fundamental human right, a position endorsed by the British Psychological Society . The latter cautioned against
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Term 1 Sep - Dec 2020
diminishing playtimes at school and also advised against losing playtime as a threat/punishment/consequence or simply instead of completing schoolwork. Playtime at school provides an incredible opportunity for promoting learning readiness through better regulation of attention, memory, emotions and senses, and acts as a transition buffer or refuge for vulnerable pupils.
Social-emotional wellbeing Free play provides a window into a child’s inner world. To an adult, engaging in play with a child is an opportunity to form lasting bonds, at school or home. Processes of conflictresolution, negotiation, sharing and turn-taking while playing with others promote social skill development. Regarding social play, it is relevant to quickly mention here that children typically undergo stages in their participation during play, from 0-5 years of age. Mildred Parten , an American sociologist and researcher, highlighted the most commonly known stages: Unoccupied (lacking purpose), Solitary (independent), Onlooker (some interest but no participation with others), Parallel
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Coping with the frustrations of losing a game or not being chosen for one, and overcoming obstacles foster emotional regulation. Play also forms the basis for a therapeutic intervention, i.e. play therapy, in which children are provided with a space to work through some difficult life experiences. All these aspects related to attachment, social and emotional health are key to developing resilience in children: the ability to adapt and bounce back from adversities. Regarding the self-development, play is an outlet for children’s brimming curiosity and creativity; it promotes self-esteem, confidence, independence and identity formation through mechanisms of control, choice-making and having the power to manipulate play. A sense of community and cultural identity can also be fostered through play – of additional importance for expatriate families living away from their countries, a common feature in the Middle East.
Physical & cognitive development Engaging in play releases all four of the happy hormones in the brain: serotonin, dopamine, endorphins and oxytocin - all of which, some adults are struggling to manufacture nowadays! Play aids in forming neural pathways within the pre-frontal cortex, which is like the brain’s air traffic control centre - performing high-level executive functions such as decision-making, problem-solving and self-regulation. Early play experiences also provide the foundation for later learning to take place, such as cause & effect, sorting, grouping, etc. Through play’s
