There is a profound amount of research that supports teaching and learning through play particularly in the Primary School.
Play is so important to optimal child development that it has been recognized by The United Nations High Commission for Human Rights as a Right for every child.
Research into the brain is ongoing and developing like never before. We now know that the brain does not enter the 'Alpha' or 'Beta' stages until 7 - 11 years. therefore, the majority of children are not able to process abstract understandings until these ages.
'Close examination of children at play shows that they find out about the world in the same way as scientists find out about new phenomena and test new ideas...during this exploration, all of the senses are used to observe and draw conclusions about objects and events through simple, if crude, scientific investigations.
Judith Roden (Education Psychologist).
Play unfolds intelligence. Intelligence is a never-ending co-creative story; the more connections the child makes in their brain to previous experiences whilst playing, the more the child works out what to do when she/he doesn't know what to do and the more connections, she/he makes... and so on. Children learn through doing stuff, the stuff of their lives.As children play, they are developing their cognitive, social-emotional and physical skills they will need to take them into a successful adulthood.They are developing their curiosity. problem solving, intentionality. Flexibility, and verbal and non-verbal skills. Socio-emotionally they are developing their emotional intelligence — learning confidence, cooperation. negotiation, sharing. empathy and how to communicate appropriately.Physically their fine motor and gross motor skills are being practiced and developed.The truth is that play is one of the most advanced methods nature has invented to allow a complex brain to create itself. '
Stuart Brown (Play Researcher at Institute of Play in California).
You might have heard of Ken Robinson. or seen him. He gave one of the most watched TED talks ever: "Do Schools Kill Creativity?" Millions have viewed it. With his great sense of humour, he looks at the very special qualities our children will need to face a future which we cannot predict. but which we know will be full of challenges. He paints a picture of what we do in education, and compares it with what we need from education if we are not to waste both our money and our children. His contention "is that creativity now is as important in education as literacy and we should treat it with the same status if we are secure our children's futures and further the human race."
Many teachers and those involved in the educational world agree that 'the environment is the third teacher', therefore we strive to set up an environment where resources are available to children that can be used to encourage creativity and imagination. Resources that are familiar and reflect the home environment and resources that will encourage the children to think creatively, 'outside the square' to develop new understandings. Children are given 'choices' so they learn to have control over their learning and 'how to' make wise choices.
Whilst the children choose and play amongst the resources and environment created. the teachers are more freed up to spend time with individuals and groups, questioning, assisting and extending. During this time the teachers are also freed up to take individuals and groups of children for literacy, numeracy and other areas of learning. This creates a more 'individualistic' learning style where children's needs are met. rather than them being expected to 'learn like others'.
We see it as vital that children are actively involved in their learning. Children learn and make connections in their brain through 'doing' and having experiences. When children are not actively involved in their learning, they basically stop learning, or stop making new connections within their brain. Stating the obvious. a child 'playing' on a phone, computer or in front of a screen is not playing. Those who research the effects of screens on children's development have united with paediatricians to tell us that brains don't grow in front of screens. Together we need to be strongly encouraging our children to be as actively involved in their learning as much as they possibly can be. The whole world is their 'classroom.'
Five guidelines to support children's creativity:
Pennie Brownlee(Education Researcher and Facilitator)
The child is the creator
(We endeavour not to draw, make or model for the child, therefore they can use their imagination),
When working alongside and joining in' with young children 5yr.s and below, we stay in the 'scribbling stage '
(If we don't draw when playing/working with them, they are less likely to ask us to draw one for them' or make them one').
Children choose from their own experiences.
(The experience comes first, so we don't tell a child what to draw, make or model).
The child does it their way, we only assist if necessary, eg- showing them how to hammer in the nail'.
(So, we don't tell them how to draw, make or model),
The child's creative potential is protected. It is their great toanga/treasure.
(We don't present activities which rob children of their creativity. For example; colouring in books).
Every child is born creative.
Our task is to see they stay that way'
Stuart brown
Additional information;
"Too much, Too Soon"; Early learning and the Erosion of Childhood.
Vniversity Of Cambridge
The Brain Wave Trust Readings.
"The Genius of Play" Sally Jenkinson
• Youtube:
• Dan Siegal
. Ken Robinson
• Nathan Mikaere Wallis Google :
• Stuart grown Play,' How if Shapes the brain, opens the imagination and invigorates the Soul.
• Pennie Brownlee Magic Places/The Sacred Urge to Play
Facebook: Dance with me in the Heart
Longman Education: Facebook