| The importance of play in early childhood is | | | | sensory experience. The use of blocks for building, |
| manifold. | | | | paints to express in pictures, play dough and |
| Children learn in many ways, and play is the bases | | | | collate, all allow children to interact with materials |
| of learning within an early childhood or primary | | | | to enhance their senses through manipulative play. |
| curriculum. It is a natural activity for children | | | | Directed Play - is usually adult directed and |
| through which they make meaning of their world. | | | | involves mastering a skill involved in the play. Using |
| Play within the early childhood framework lays a | | | | balance beams or climbing rope ladders can be |
| foundation for initiating, promoting and sustaining | | | | extended into other play. eg : a tree house. |
| life long learning. | | | | Extended Free Play - is very much a child's time |
| Play is the vehicle used by teachers to gain | | | | without adult input. Children enhance, enrich and |
| knowledge of children's interests so they can plan | | | | make their own rules for the play. Backyard play |
| and put into practice a play based curriculum. | | | | at home is often extended free play. |
| The Characteristics of Play in Early Childhood | | | | Educational and Non-educational Play - is adult |
| Play is intrinsically motivated and requires the | | | | directed and has a purpose to the play. Games |
| active involvement of children. | | | | with sequence and dramatic play help children to |
| Play is dominated by the children and focuses on | | | | understand structure and turn taking. |
| the process of the play rather than an end | | | | Physical Play - can be indoors or outdoors, in |
| product. | | | | particular settings. eg : obstacle courses, vigorous |
| Play is carried out as if the activity were real. | | | | play or action songs at music time. |
| Play is a natural activity for children through which | | | | Make-Believe Play - is a realistic role play which |
| they make meaning of the world around them. | | | | uses a child's imagination and life experiences to |
| Play is relatively free from externally imposed | | | | create a play sequence. Play in home corner and |
| rules. It is inexpensive and needs only a child's | | | | the sandpit are great places to observe |
| imagination. | | | | make-believe play. |
| Types of Play | | | | Fantasy Play - involves fantasy characters and |
| Games With Rules - Establish limits so a child | | | | situations. Children have vivid imaginations and use |
| learns to understand specific directions and | | | | them liberally in their fantasy play. Dressing up as |
| sequencing of events. negotiation, take turns, and | | | | Superman or fairies are examples of fantasy play. |
| following directions are all part of games with | | | | Exploratory Play - involves, arranging, sorting, |
| rules. | | | | comparing, and transforming items in the |
| Constructive Play - is the manipulation of objects | | | | environment. It is a journey of discovery using a |
| to construct or make something. It involves | | | | child's senses and deductive abilities. Block corner, |
| problem solving, making choices, making plans, and | | | | construction materials, and stringing beads are |
| exploring options. building a cubby house is | | | | examples of exploratory play. |
| constructive play. | | | | Adults work so they can afford to play. Play is |
| Manipulative Play - allows children to plan for a | | | | children's work. So let the children play. |