Why Is It Important To Play In The Early Years
Play in the Early Years
Fred Rogers (1999) “Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.” Play in the early years is a massive contributor to children’s learning. Play begins from an early age and is developed through early years settings in order to prepare children for school.
The principle of the Statutory Framework for the Early Years Foundation Stage (from September 2014) focusses on four key points; every child is unique, positive relations enables children to learn to be independent, enabling environments help children to learn and develop, children learn and develop at different rates and in different ways. The framework also states that play is essential for children’s development. It helps children build confidence, relate to others and think about …show more content…
problems as they explore. The framework discusses how children learn through both guided and independent play. Independent play helps build confidence as it allows children to think for themselves and spend time away from adults. This means they can make their own choices and mistakes and learn from these. It also helps build social skills such as respect, sharing and leadership, as it gives the children the chance to interact with people their own age. Children’s emotional skills also improve when they play as they will feel loved and valued when learning. The framework states the specific areas of early years learning are: literacy (reading and writing), mathematics (numbers, shape, space and measures), understanding the world (people, communities and the world) and lastly expressive art and design (being imaginative, exploring and using media and materials). Play is used to aid all of these.
Play is an instinctive action in children which practitioners can encourage in early years settings. Whitebread (2012) “play in humans is adaptive and is fundamental in supporting a whole range of intellectual, emotional and social abilities”. In Whitebread’s book he discusses how play is often neglected or categorised as something children do out of immaturity, however, he disagrees with this and is determined to raise awareness of the importance of play. Whitebread talks about how play is linked with cognitive development and emotional well-being. He breaks play down into five categories: physical play, play with objects, symbolic play, pretence or socio-dramatic play, and games with rules.
‘Frozen’ Transcript
This transcript is from an observation in a reception class where there is a ‘Frozen’ designed role play area, based on the 2014 Disney film. Two confident girls are in the area discussing what to play, a quieter boy (child three) joins in. Child one leads the activity. Gradually child three’s confidence grows.
Child One: “Let’s play ‘Frozen’”.
Child Two: “Only if I’m Elsa, you’re always Elsa.”
Child One: “Fine, I’m Anna.”
Child one collects outfits for herself and her friend to wear. She returns with a tiara and crown. She wears the tiara.
Child three approaches.
Child Three: “Can I play?”
Child One: “You’re Olaf.”
Child one gives child three a scarf to put on. The three children proceed to play the game.
Chid One: “Get your coats”
Child Two: “Why?”
Child One: “It’s snowing.”
The three children collect their coats from their peg and return to play the game. Child three gradually gets more involved and comfortable as the game continues.
Child One: (directed to child three) “You go in the castle.”
Child Two: “Yeah, stand over there.”
Child Three: “No, Olaf stays in the cold otherwise he disappears.”
Child one and two agree and the children continue playing.
This transcript was recorded in a reception class in North East England. The transcript illustrates how play enables social interaction, leadership, imagination and confidence. Child one is very much the leader of this activity. She is a very confident child and constructs the game with her friend. Child three, however, is a much quieter child. It takes him a while to decide to join in the game. At the beginning of the game he is instructed to do things by both child one and two. However, as the game progresses he becomes more confident and says his own ideas rather than follow what the two girls tell him to do. At the start of the children’s game, this would have been very unexpected, however, the role play helps build his self-esteem.
Whilst the children do their role play game, they also discuss the weather and how Olaf (the snowman) will melt “disappear” if he goes inside.
This is a great start to their knowledge of science (solids and liquids) and geography (weather/climate) in later years. The practitioner could develop this game in order to expand on the children’s understanding of the world – which is one of the subjects in the early year’s framework. Moyles (1988, as sited by Kay 2005) looked at the relationship between structured adult led play and free-flow child led play. He found that the quality of the play was the most important factor, regardless of whether it was adult or child led. He believes adults have a role in extending or initiating the learning of children’s play, by giving children the ‘raw material’ and resources. The activity in the transcript was free-flow child led play. However, the teacher had given the children the role play ‘Frozen’ area and the costumes, to initiate the children’s game. They could also expand on what the children had learnt during their game, in order to make high quality
play.
Outside Play Areas
Outside play areas are also a key factor for play in the early years. The statutory framework for the early years foundation stage states that outdoor play areas must be provided and if that is not possible, an outdoor activity must be arranged on a daily basis. Outdoor learning is enhanced by an environment that is richly resourced with play materials that can be adapted and used in different ways. These two pictures were taken at a day nursery in south east England. The pictures show two outdoor play areas of the nursery, the physical play area and the water play area.
The physical play area (picture on the left) can be used in an imaginative way, with the children using the area to fit the play that they desire at the time, rather than the play materials dictating the play. Materials that can be adapted to meet the children’s needs have shown to be most effective. This kind of physical play aids development of healthy and active lifestyles as children engage in physical activity and movement.
Outdoor play can also be used to educate children on the natural world they live in, such as weather and the seasons. It can also be used to manipulate real life scenarios, for example tricycles and markings on the floor can illustrate a street. This can enhance road safety knowledge as well as developing role-play skills.
Forest schools in outdoor play, such as building fires and climbing, help children to understand and respect nature, animals and plants. Problem solving and social skills are also gained as the child’s confidence increases and they can relate their outdoors experiences to the classroom. Forest schools and outside play environments also provide children with space and places to explore which will develop their physical capabilities.
Lecture Notes - Cars
Evidence from lectures notes support play being an effective way of learning in the very early years. This particular lecture was based upon the learning from playing and exploring cars. It stated how the use of cars was a depiction of independence, freedom, status, chance to explore, excitement and speed. By allowing children to play with toy cars they could experience this. These toys cars could have been wind-up toy cars, push and pull cars, remote control cars or / and model cars.
In the lecture, Catherine Worton a head teacher at a primary school in north England spoke of a case study she did with children based around cars. She spoke of how to topic of ‘cars’ was used across the curricular to aid children’s maths, literacy, expressive art / designs and their knowledge of the world. Worton had observed that in her school there was a fascination with playing with cars which she used to enhance learning. The children made their own buggies with adults in the school which they raced. They also washed their toy cars from the reception class and the cars of teachers and adults in the school. The children had to ask the adults if they wanted their cars cleaned and write down the car registration number. They also went to a machine car wash which they had to write and draw about. With the help of a mechanic they also deconstructed Worton’s old car. Within their play they modelled the car wash and car park they had been to.
Using the topic cars, the children used all aspects of the early years framework as well as developing a sense of independence, team work and real life scenarios. The topic was based solely around playing with cars but enhanced / adapted by the practitioner to create high quality learning. This supports George Dorsey’s statement that “play is the beginning of knowledge” (as cited Walker Russ & Larissa , 2011).
Mark Making
Natural items can also be used within play, for example sand. This can be used as a play material for mark making. This picture of the sand pit was also taken at a day nursery in South East England, the other was taken of a reception child’s work in North East England. Mark making can be made using many different resources, such as sand (see picture above), Play-doh, paint, mud, clay, pens, pencils, fabrics, stamps etc. In a 2008 book titled ‘Mark Making Matters: Young Children Making Meaning in All Areas of Learning and Development’ there is a claim that “very young children who are given rich opportunities to explore making marks within an encouraging emotional environment will become confident and competent communicators, both orally and on paper.”
Children in the early years express themselves in different ways; mark making is one way children can graphically express who they are. Mark making can be particularly effective when a child is shy or lacks confidence as is can be used as a way to show their thoughts without speaking. It is also used to support children’s mathematics and literacy skills as the children can use tools in order to create the marks (e.g. sponges, paintbrushes, pens) which develop both their fine and gross motor skills. This will help them when they have to write. It also begins to develop the idea that marks and symbols can be read and mean something, as well as introducing patterns and shapes.
It is important when looking at children’s work that the practitioner values children’s unique ideas and having no expectations of each child’s work being similar. Practitioners should ensure there are a range materials and tools and allow plenty of time for the children to browse and share their resources with others and get involved. Matthews (1999) ‘Scribbles are products of a systematic investigation, rather than haphazard actions’.
Interview Transcript
Below is a transcript of an interview with Mrs J. Bunce, a former early years practitioner. Mrs Bunce was a nanny for many years because becoming a nursery teacher in numerous schools and nurseries around the midlands of England.
Interviewer: What kind of play resources did children use in your class?
Interviewee: Everything… paints, dolls, climbing frames, sand. The children loved getting messy so would always love playing in the mud and with the glue and paint.
Interviewer: Would you say playing and “getting messy” helps the children to learn?
Interviewee: Absolutely! They learn so much as they play. The learn fine motor skills from opening the bottles and using different types of paintbrushes, and gross motor skills for jumping around, running and splashing each other. They also learn social skills from sharing and communicating. They really just discover what their bodies can do and how to use them.
Interviewer: Do you think play is essential to development?
Interviewee: Yes, it’s something that children just do naturally. Whether they are playing alone with a ball or in a massive class game, they are still developing new skills. The stuff we do as adults, how we communicate, that was learnt through play.
Interviewer: Is there any type of play in particular that you encouraged?
Interviewee: Not really. We had so many different resources open; the children would choose what they wanted to do. I would want the children to do a range of things rather than just play with the same thing for the whole time they were in my class so they had a variety in their learning. This would also give me an idea of how each individual child learnt best.
Interviewer: So would you say play is better when it is child led rather than adult led?
Interviewee: I wouldn’t say it’s particularly “better” but I think it allows the children to express themselves more. Often I would let the child start their play and then I would expand on it. Or I would start an activity and then let the child chose how they attempted it. I would say a mix of both adult and child led play is the best way to teach.
Throughout the interview, the interviewee (Mrs J. Bunce) maintained a very positive attitude about play and the way in which it helps children learn. She believes play is crucial in both our physical and social development. And how we are taught through play alters how we act as adults.
Mrs Bunce uses a mixture of both adult and child led play. She talks about how she will either start an activity or expand on play the child has initiated themselves. This means the child can experience both independence in their play as well as structure and new ideas. Adult-led play is based upon professional understanding. It introduces new topics and ideas and / or further develops skills. It is easy for adults to base their teaching primarily on adult-led activities as they feel more in control. However, it is important to balance adult-led learning with child-led play so children can use their imagination, explore their own ideas and learn about independence and leadership.
When a child initiates their play, the adult can act as a scaffolding role to child. The adult can learn (by observing) what the child is interested in and then providing targeted play resources for each child’s individual needs. The early years practitioner is the facilitator of play in the classroom. They facilitate play by organising the environment of the classroom so that children have access to a wide range indoor and outdoor activities. In the interview Mrs Bunce talked about how in her classroom they had “so many different resources open”, she also discussed how the children played with “everything”, this was because the adults facilitated play with having so many different resources. The environment of the classroom should also take in account emotional needs so children feel safe to share their thoughts and ideas.
Expressive Arts and Design
The statutory framework for the early years foundation stage states that educational programmes must involve activities and experiences for children in expressive arts and design (alongside literacy, mathematics and understanding the world). The framework lists expressive arts and design in two categories: “exploring and using media and materials” and “being imaginative”.
Expressive arts and design enables children to explore and play with a variety of materials. It helps children to be creative and expressive and encourages attitudes of curiosity. Building on children’s interests challenges them to depict what they are thinking. This can be through song, dance, pictures etc. By encouraging children to express themselves through materials helps them build independence and confidence in their own ideas.
These three pieces of work are from three different little girls in a reception class. The two girls, whose pictures are middle and right, were fascinated in drawing and colouring “inside the lines”; whereas the girl on the left was still learning the physical skill of holding a pen, which she had struggled with, and was discovering how she could draw people. The two girls who pictures were colours, were both very advanced learners and had drawn lots prior to starting in reception. These pictures were taken at the end of the academic year.
Arts and design in play caters for individual needs as it allows to children to choose how they represent their thoughts and feelings. Children, who are musical, can create song or use instruments to express themselves. Those who are artistic can paint. Children can use role-play, dance, and stories. Although the three girls have all chosen to express what they were feeling through art, they have all used different materials. The first girl used a simple biro, whereas the second girl used felt tips and colour. The last girl used a stencil for her art with coloured pen and foam stickers to add texture.
To conclude children use fine and gross motor skills in their play. They also learn social communication and language as they talk to and play with their peers. They develop independence by making their own decisions about what they play with, with whom and how. Children start to develop an understanding of others emotionally as they play. The development of these skills is key to the cognitive development of young children.
Play is a difficult concept to define. It can be done independently, with a partner, or in a group and in such a variety of ways: role-play, outdoor play, arts, mark making etc. Play is closely tied to the cognitive, socio-emotional, and physical development of young children that is why it is so important in early year’s settings. “Children need the freedom and time to play. Play is not a luxury. Play is a necessity.” Kay Redfield Jamison (as cited by Caruso, 2014, page 16).
Fred Rogers (1999) “Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.” Play in the early years is a massive contributor to children’s learning. Play begins from an early age and is developed through early years settings in order to prepare children for school.
The principle of the Statutory Framework for the Early Years Foundation Stage (from September 2014) focusses on four key points; every child is unique, positive relations enables children to learn to be independent, enabling environments help children to learn and develop, children learn and develop at different rates and in different ways. The framework also states that play is essential for children’s development. It helps children build confidence, relate to others and think about …show more content…
problems as they explore. The framework discusses how children learn through both guided and independent play. Independent play helps build confidence as it allows children to think for themselves and spend time away from adults. This means they can make their own choices and mistakes and learn from these. It also helps build social skills such as respect, sharing and leadership, as it gives the children the chance to interact with people their own age. Children’s emotional skills also improve when they play as they will feel loved and valued when learning. The framework states the specific areas of early years learning are: literacy (reading and writing), mathematics (numbers, shape, space and measures), understanding the world (people, communities and the world) and lastly expressive art and design (being imaginative, exploring and using media and materials). Play is used to aid all of these.
Play is an instinctive action in children which practitioners can encourage in early years settings. Whitebread (2012) “play in humans is adaptive and is fundamental in supporting a whole range of intellectual, emotional and social abilities”. In Whitebread’s book he discusses how play is often neglected or categorised as something children do out of immaturity, however, he disagrees with this and is determined to raise awareness of the importance of play. Whitebread talks about how play is linked with cognitive development and emotional well-being. He breaks play down into five categories: physical play, play with objects, symbolic play, pretence or socio-dramatic play, and games with rules.
‘Frozen’ Transcript
This transcript is from an observation in a reception class where there is a ‘Frozen’ designed role play area, based on the 2014 Disney film. Two confident girls are in the area discussing what to play, a quieter boy (child three) joins in. Child one leads the activity. Gradually child three’s confidence grows.
Child One: “Let’s play ‘Frozen’”.
Child Two: “Only if I’m Elsa, you’re always Elsa.”
Child One: “Fine, I’m Anna.”
Child one collects outfits for herself and her friend to wear. She returns with a tiara and crown. She wears the tiara.
Child three approaches.
Child Three: “Can I play?”
Child One: “You’re Olaf.”
Child one gives child three a scarf to put on. The three children proceed to play the game.
Chid One: “Get your coats”
Child Two: “Why?”
Child One: “It’s snowing.”
The three children collect their coats from their peg and return to play the game. Child three gradually gets more involved and comfortable as the game continues.
Child One: (directed to child three) “You go in the castle.”
Child Two: “Yeah, stand over there.”
Child Three: “No, Olaf stays in the cold otherwise he disappears.”
Child one and two agree and the children continue playing.
This transcript was recorded in a reception class in North East England. The transcript illustrates how play enables social interaction, leadership, imagination and confidence. Child one is very much the leader of this activity. She is a very confident child and constructs the game with her friend. Child three, however, is a much quieter child. It takes him a while to decide to join in the game. At the beginning of the game he is instructed to do things by both child one and two. However, as the game progresses he becomes more confident and says his own ideas rather than follow what the two girls tell him to do. At the start of the children’s game, this would have been very unexpected, however, the role play helps build his self-esteem.
Whilst the children do their role play game, they also discuss the weather and how Olaf (the snowman) will melt “disappear” if he goes inside.
This is a great start to their knowledge of science (solids and liquids) and geography (weather/climate) in later years. The practitioner could develop this game in order to expand on the children’s understanding of the world – which is one of the subjects in the early year’s framework. Moyles (1988, as sited by Kay 2005) looked at the relationship between structured adult led play and free-flow child led play. He found that the quality of the play was the most important factor, regardless of whether it was adult or child led. He believes adults have a role in extending or initiating the learning of children’s play, by giving children the ‘raw material’ and resources. The activity in the transcript was free-flow child led play. However, the teacher had given the children the role play ‘Frozen’ area and the costumes, to initiate the children’s game. They could also expand on what the children had learnt during their game, in order to make high quality
play.
Outside Play Areas
Outside play areas are also a key factor for play in the early years. The statutory framework for the early years foundation stage states that outdoor play areas must be provided and if that is not possible, an outdoor activity must be arranged on a daily basis. Outdoor learning is enhanced by an environment that is richly resourced with play materials that can be adapted and used in different ways. These two pictures were taken at a day nursery in south east England. The pictures show two outdoor play areas of the nursery, the physical play area and the water play area.
The physical play area (picture on the left) can be used in an imaginative way, with the children using the area to fit the play that they desire at the time, rather than the play materials dictating the play. Materials that can be adapted to meet the children’s needs have shown to be most effective. This kind of physical play aids development of healthy and active lifestyles as children engage in physical activity and movement.
Outdoor play can also be used to educate children on the natural world they live in, such as weather and the seasons. It can also be used to manipulate real life scenarios, for example tricycles and markings on the floor can illustrate a street. This can enhance road safety knowledge as well as developing role-play skills.
Forest schools in outdoor play, such as building fires and climbing, help children to understand and respect nature, animals and plants. Problem solving and social skills are also gained as the child’s confidence increases and they can relate their outdoors experiences to the classroom. Forest schools and outside play environments also provide children with space and places to explore which will develop their physical capabilities.
Lecture Notes - Cars
Evidence from lectures notes support play being an effective way of learning in the very early years. This particular lecture was based upon the learning from playing and exploring cars. It stated how the use of cars was a depiction of independence, freedom, status, chance to explore, excitement and speed. By allowing children to play with toy cars they could experience this. These toys cars could have been wind-up toy cars, push and pull cars, remote control cars or / and model cars.
In the lecture, Catherine Worton a head teacher at a primary school in north England spoke of a case study she did with children based around cars. She spoke of how to topic of ‘cars’ was used across the curricular to aid children’s maths, literacy, expressive art / designs and their knowledge of the world. Worton had observed that in her school there was a fascination with playing with cars which she used to enhance learning. The children made their own buggies with adults in the school which they raced. They also washed their toy cars from the reception class and the cars of teachers and adults in the school. The children had to ask the adults if they wanted their cars cleaned and write down the car registration number. They also went to a machine car wash which they had to write and draw about. With the help of a mechanic they also deconstructed Worton’s old car. Within their play they modelled the car wash and car park they had been to.
Using the topic cars, the children used all aspects of the early years framework as well as developing a sense of independence, team work and real life scenarios. The topic was based solely around playing with cars but enhanced / adapted by the practitioner to create high quality learning. This supports George Dorsey’s statement that “play is the beginning of knowledge” (as cited Walker Russ & Larissa , 2011).
Mark Making
Natural items can also be used within play, for example sand. This can be used as a play material for mark making. This picture of the sand pit was also taken at a day nursery in South East England, the other was taken of a reception child’s work in North East England. Mark making can be made using many different resources, such as sand (see picture above), Play-doh, paint, mud, clay, pens, pencils, fabrics, stamps etc. In a 2008 book titled ‘Mark Making Matters: Young Children Making Meaning in All Areas of Learning and Development’ there is a claim that “very young children who are given rich opportunities to explore making marks within an encouraging emotional environment will become confident and competent communicators, both orally and on paper.”
Children in the early years express themselves in different ways; mark making is one way children can graphically express who they are. Mark making can be particularly effective when a child is shy or lacks confidence as is can be used as a way to show their thoughts without speaking. It is also used to support children’s mathematics and literacy skills as the children can use tools in order to create the marks (e.g. sponges, paintbrushes, pens) which develop both their fine and gross motor skills. This will help them when they have to write. It also begins to develop the idea that marks and symbols can be read and mean something, as well as introducing patterns and shapes.
It is important when looking at children’s work that the practitioner values children’s unique ideas and having no expectations of each child’s work being similar. Practitioners should ensure there are a range materials and tools and allow plenty of time for the children to browse and share their resources with others and get involved. Matthews (1999) ‘Scribbles are products of a systematic investigation, rather than haphazard actions’.
Interview Transcript
Below is a transcript of an interview with Mrs J. Bunce, a former early years practitioner. Mrs Bunce was a nanny for many years because becoming a nursery teacher in numerous schools and nurseries around the midlands of England.
Interviewer: What kind of play resources did children use in your class?
Interviewee: Everything… paints, dolls, climbing frames, sand. The children loved getting messy so would always love playing in the mud and with the glue and paint.
Interviewer: Would you say playing and “getting messy” helps the children to learn?
Interviewee: Absolutely! They learn so much as they play. The learn fine motor skills from opening the bottles and using different types of paintbrushes, and gross motor skills for jumping around, running and splashing each other. They also learn social skills from sharing and communicating. They really just discover what their bodies can do and how to use them.
Interviewer: Do you think play is essential to development?
Interviewee: Yes, it’s something that children just do naturally. Whether they are playing alone with a ball or in a massive class game, they are still developing new skills. The stuff we do as adults, how we communicate, that was learnt through play.
Interviewer: Is there any type of play in particular that you encouraged?
Interviewee: Not really. We had so many different resources open; the children would choose what they wanted to do. I would want the children to do a range of things rather than just play with the same thing for the whole time they were in my class so they had a variety in their learning. This would also give me an idea of how each individual child learnt best.
Interviewer: So would you say play is better when it is child led rather than adult led?
Interviewee: I wouldn’t say it’s particularly “better” but I think it allows the children to express themselves more. Often I would let the child start their play and then I would expand on it. Or I would start an activity and then let the child chose how they attempted it. I would say a mix of both adult and child led play is the best way to teach.
Throughout the interview, the interviewee (Mrs J. Bunce) maintained a very positive attitude about play and the way in which it helps children learn. She believes play is crucial in both our physical and social development. And how we are taught through play alters how we act as adults.
Mrs Bunce uses a mixture of both adult and child led play. She talks about how she will either start an activity or expand on play the child has initiated themselves. This means the child can experience both independence in their play as well as structure and new ideas. Adult-led play is based upon professional understanding. It introduces new topics and ideas and / or further develops skills. It is easy for adults to base their teaching primarily on adult-led activities as they feel more in control. However, it is important to balance adult-led learning with child-led play so children can use their imagination, explore their own ideas and learn about independence and leadership.
When a child initiates their play, the adult can act as a scaffolding role to child. The adult can learn (by observing) what the child is interested in and then providing targeted play resources for each child’s individual needs. The early years practitioner is the facilitator of play in the classroom. They facilitate play by organising the environment of the classroom so that children have access to a wide range indoor and outdoor activities. In the interview Mrs Bunce talked about how in her classroom they had “so many different resources open”, she also discussed how the children played with “everything”, this was because the adults facilitated play with having so many different resources. The environment of the classroom should also take in account emotional needs so children feel safe to share their thoughts and ideas.
Expressive Arts and Design
The statutory framework for the early years foundation stage states that educational programmes must involve activities and experiences for children in expressive arts and design (alongside literacy, mathematics and understanding the world). The framework lists expressive arts and design in two categories: “exploring and using media and materials” and “being imaginative”.
Expressive arts and design enables children to explore and play with a variety of materials. It helps children to be creative and expressive and encourages attitudes of curiosity. Building on children’s interests challenges them to depict what they are thinking. This can be through song, dance, pictures etc. By encouraging children to express themselves through materials helps them build independence and confidence in their own ideas.
These three pieces of work are from three different little girls in a reception class. The two girls, whose pictures are middle and right, were fascinated in drawing and colouring “inside the lines”; whereas the girl on the left was still learning the physical skill of holding a pen, which she had struggled with, and was discovering how she could draw people. The two girls who pictures were colours, were both very advanced learners and had drawn lots prior to starting in reception. These pictures were taken at the end of the academic year.
Arts and design in play caters for individual needs as it allows to children to choose how they represent their thoughts and feelings. Children, who are musical, can create song or use instruments to express themselves. Those who are artistic can paint. Children can use role-play, dance, and stories. Although the three girls have all chosen to express what they were feeling through art, they have all used different materials. The first girl used a simple biro, whereas the second girl used felt tips and colour. The last girl used a stencil for her art with coloured pen and foam stickers to add texture.
To conclude children use fine and gross motor skills in their play. They also learn social communication and language as they talk to and play with their peers. They develop independence by making their own decisions about what they play with, with whom and how. Children start to develop an understanding of others emotionally as they play. The development of these skills is key to the cognitive development of young children.
Play is a difficult concept to define. It can be done independently, with a partner, or in a group and in such a variety of ways: role-play, outdoor play, arts, mark making etc. Play is closely tied to the cognitive, socio-emotional, and physical development of young children that is why it is so important in early year’s settings. “Children need the freedom and time to play. Play is not a luxury. Play is a necessity.” Kay Redfield Jamison (as cited by Caruso, 2014, page 16).