Process Led Play

Theorists have different views on the purpose of early childhood education on the learning and development of young children. Internationally, curriculum and practice are changing to incorporate child development (Hayes & Krenan, 2009). The Netherlands have developed and implemented the developmental education approach based on Vygotsky’s theory of learning and development. Developmental education in the Netherlands centres on the classroom as a place where both teachers and children learn together (Fleer, 2013). Sweden recognises the importance of a well-balanced curriculum in early childhood education for holistic child development. Research shows that children learn best when they are active and engaged, and where interactions are meaningful
Play can be defined as process-led or product-led. Process-led play refers the aspects of play that foster intrinsic motivation, enjoyment, learning, happiness and interactions in context. Product-led play refers to the role play has in the development of thinking, motor activity, behaviour and preparation for the future (Hayes & Krenan, 2009). Play provides young children with the opportunity to explore and learn, and through play, children have the opportunity to explore and make sense of their world in a nurturing and safe environment (Hayes & Krenan, 2009). John Dewey (1902/1956) was an American psychologist, philosopher and educator believed playfulness was important to young children’s learning. Dewey believed playfulness guarantees play to be a self-motivating and enjoyable process that leads to learning (Hayes & Krenan, 2009). Based on research, I believe that play needs to be a focus of any early childhood setting and an essential tool for learning that needs to be embraced by all teachers. I now understand that when a child is actively engaging in play, they are using all of their senses to make sense of the world around them. Play assists children to develop social skills through interaction with their peers, it allows them to explore, discover, organise and classify during their play experiences. Play allows children to develop their cognitive skills as they practice with different life roles. I believe that there should be a balance between structured and free play and that it is my role to organise and guide these play experiences so that children have appropriate equipment, space and uninterrupted time to investigate, create and problem solve both inside and outside the