Free Play Observation

Most experts in early childhood education agree that there are some specific types of play that will enhance learning and should be included in the classroom (Butler, 2008). There are times when a structured play in an environment is appropriate. Children do not care what category their play falls into, but when they engage in various indoor and outdoor play activities they are free to explore and create experiences that are meaningful to them. Free-play in a preschool classroom allows for creativity, imagination and a higher level of learning. I conducted my practicum at an inclusive, developmental preschool where nine children were actively playing outdoors under the watchful care of their three teachers. As I entered the outdoor classroom and began my observation, I was greeted with smiles
All the children were dressed in winter clothing and there were four children sitting on the stage together using sticks to stir muddy water they had poured into a wooden bowl. The teachers were standing back observing this creative play. The other children were scattered about the play yard using buckets and scoops to skim water from the melting snow puddles being careful not to scoop up any bark or sand. As they collected the water and carried it to the children on the stage, they took turns adding their muddy water to the bowl. Some children mentioned that they were making soup while others said they were making a potion. This cooperative play was allowing the children to use their imagination without teachers facilitating or taking over the play. “Cooperative Play is the most common type of peer interaction during the preschool years” (Gordon & Browne, 2015). This activity was totally spontaneous and created by the children, not planned by the teachers. “Most play is unstructured and happens naturally when the curriculum is designed for play” (Gordon & Browne, 2015). One of the teachers moved from one child to the next around the play yard and