Importance of play in early childhood
Sub-themes that relate to the theme
Key theoretical frameworks that relate to each theme
Critical analysis of the framework
Key empirical studies that relate to each theme
Summary of literature
- Key aspects of the studies
- How studies relate to the research topic?
Importance of play in early childhood
Position statement
The Importance of Play to Children’s Learning and Development in Early Childhood Program
“Playing to Learn/Learning
Literature 1. The Role of Pretend Play in Children's Cognitive Development by Doris Bergen; Miami University.
Summary
This article presents expert opinion pertaining to the research topic under review. It exposes evidence suggesting that high quality pretend play has immense effects on perspective taking; abstract thought formation; higher level cognition development and social and linguistic competence. While these have been concrete findings revealed from this literature review content analysis the researcher recommended that more intense investigation be conducted to determine the extent of a relationship between pretend play and more specific academic skills demonstrated by children later in their academic pursuits. Policy implications relating barriers encountered in producing profound evidence based scientific were also highlighted as measures are taken to provide the industry with more evidence study in this field (Bergen, 2002).
Sub-themes that relate to the theme:-
These included Conceptual Relationships between Pretense and Cognitive Development; Recent Research on Pretense and Cognition Relationships; Theory of Mind Development; Problem Solving and Other Cognitive Strategies; Social and Linguistic Competence; Academic Skill Development and Challenges and Policy Directions Suggested by Recent Research (Bergen, 2002).
Key theoretical frameworks that relate to each theme
Further theory of mind application was influential towards understanding children’s representation of mental development especially, through expressions in cognitive achievement required for demonstrating academic skills. These skills included symbols (mathematical); reading comprehension and literacy, which were sharpened when pretense play was incorporated into the curriculum (Bergen, 2002).
Critical analysis of the framework
Key empirical studies that relate to each theme
These alluded to the assumption that pretense is related to mental development and included studies conducted by Leslie, (1987); Rubin & Howe (1986) role-play as a form of perspective taking; Lillard (1998) ’out of play frame;’ Abu-Akel and Bailey (2001), pretend play situations with parents; Kavanaugh, Eizenman, and Harris (1997); indexical language references (e.g., least abstract) to symbolic language references; Sinclair (1996), using naturalistic examples and Jenkins and Astington (2000),
Literature 11: The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds by Kenneth R. Ginsburg.
Summary
This literature forms an expert opinion based on the topic importance of play in childhood learning and development. The author acknowledged that play is important in childhood development due to its significant influence on physical, cognitive; social, and emotional stability in children and youths. They contend that it also that play allows opportunities for parents/facilitators’ full engagement with them (Ginsburg, 2007).They contend from research analysis that while play is vital towards childhood development it was discovered in twenty-first century homes and school settings play time was greatly reduced and minimized. The expert opinion report addressed a number of elements might have been responsible for reduced play time (Ginsburg, 2007).
Variables highlighted in their discourse were, family structure adjustments; hurried lifestyle, more attention being given to academics; more time spent in enrichment activities considered more valuable. In the meantime free child-centered play is overlooked and true child development hampered. The author hoped that this report provides a framework allowing pediatricians’ participation as advocates re-inventing child centered play in social settings by assisting school systems; families, and communities. The need to consider best possible measures to produce balance in children’s development with play is imperative in twenty-first century schools, homes and communities(Ginsburg, 2007)..
Sub-themes that relate to the theme
These included the benefits of play; reduced child driven play and the potential repercussions; factors that have changed the routine of childhood; what is the problem; family considerations; what are the solutions and advice for pediatricians (Ginsburg, 2007).
Key theoretical frameworks that relate to each theme
Critical analysis of the framework
While no distinct framework was applied to this expert explanation of how pediatricians can advocate for more child centered play time; the ‘no child left behind’ concept may be a contributory factor to reduced play in schools today.
Key empirical studies that relate to each theme
These included Barnett (1990), Developmental benefits of play for children;
Hurwitz (2002/2003), To be successful: let them play and Quisenberry (1988). Play: a necessity
for all children.
Literature 111.
Back-to-Basics: Play in Early Childhood by Dr. Jill Fox
Summary
This expert opinion offered by Dr. Fox indicates referencing research studies that children tend to learn best in settings, which provide opportunities for exploration, discovery, and play. The ideology that play is vital for appropriate child development was supported by this author.it was also reiterated that play is also closely related to socio-economic advancement cognition abilities, socio-emotional stability, and normal physical behavior adaptations. Two research questions were then posed by the author. They are what exactly does it mean to play? Why is play so important for young children? (Fox. 2014)
Sub-themes that relate to the theme
These included what Is Play; Play and Cognitive Development; Why Is Play Important; Play-Indoors and Out; Parten's Five Types of Play; How Much Should Children Play and the Teacher's Role (Fox. 2014).
Key theoretical frameworks that relate to each theme
The key theoretical frameworks related to the theme ‘Back-to-Basics: Play in Early Childhood’ has been identified as Parten's five types of play theory. Assumptions embody recognizing that classifications of play depend on the circumstances. For example, children can engage in as many types of play all at once (Fox. 2014).
Critical analysis of the framework
Parten (1932) however, expressed a limitation of this theoretical perspective. Her research with two- to five-year-olds cannot be generalized accurately to older age groups when participating in aggregate play settings. As such, in the author’s conclusions this became a deficient factor.
Key empirical studies that relate to each theme
Csikszentmihalyi (1981), some paradoxes in the definition of play; Fromberg, (1990), play issues in early childhood education and Parten (1932), social participation among preschool children (Fox. 2014).
Literature 1V
The Need for Pretend Play in Child Development by Scott Barry Kaufman
Summary
Sub-themes that relate to the theme
Psychologist Sandra Russ (2004) identification of different cognitive and affective domain associations with play; make-believe games are forerunners of the important capacity for forms of self-regulation; sources in children’s environments that promote early and frequent imaginative play; tools of the mind and parent and teacher role in guided play (Kaufman, 2012).
Key theoretical frameworks that relate to each theme
The key theoretical framework applied was tools of mind by Vygotsky. The theory is related to scaffolding of cognitive control, which can be applied to all play activities incorporated in children process. For example, it initiates teachers’ articulation of complex make-believe play capable of guiding children into collective play scenario planning before actually playing the scenes (Kaufman, 2012).
Critical analysis of the framework
Based on the theme highlighted in this article the framework does not provide specific reasons pertaining to the need for pretend play in child development. It merely explains how it can be used to produce more effective play in the teaching learning process.
Key empirical studies that relate to each theme
Ginsburg (2006). Mathematical play and playful mathematics: A guide for early education; Bodrova, E. (2008). Make-Believe play versus academic skills and Ashiabi (2007), Play in the preschool classroom
Literature V
Play in the Preschool Classroom: Its Socioemotional Significance and the Teacher’s Role in Play by Godwin S. Ashiabi
Summary
The purpose of this article is to investigate value of play in emotional and social developmental in an early childhood classroom as well as advancing perspectives on how teachers could play a more effective part in enhancing children’s play experiences. The contention is that when teachers become appreciative of play in learning they will be more receptive using play as a significant learning strategy instead of wasting time (Ashiabi, 2007).
Sub-themes that relate to the theme
Views of young children play; emotional and social development; play and children socio- emotional development and the early childhood teachers’ role in play (Ashiabi, 2007)
Key theoretical frameworks that relate to each theme
There was no distinct key theoretical framework except for the author operationalizing play as being concerned with means to an end in that it actually is an intrinsic motivator which is expected to be pleasurable; innately chosen by the child; not merely literal, but actively engaging, imaginative and opportunistic (Ashiabi, 2007).
Critical analysis of the framework
In relation to the goals of this expert opinion article the theoretical premise is applicable in describing the theme, ‘play in the Preschool Classroom: Its Socioemotional Significance and the Teacher’s Role in Play.’ (Ashiabi, 2007).
Key empirical studies that relate to each theme
Bailey (2002), Playing social chess: Children’s play and social intelligence; Brown, Odom, & Conroy (2001), an intervention hierarchy for promoting young children’s peer interactions in natural environment and Lindsey & Colwell (2003). Preschoolers’ emotional competence: Links to pretend and physical play (Ashiabi, 2007).
Literature V1
Make-believe play versus academic skills: a Vygotskian approach to today’s dilemma of early childhood education by Elena Bodrova
Summary
This article explores the Vygotskian perspective application to early childhood education quality to interpret challenges occurring among Russian and the West early childhood educators, are evaluated. An important issue relates to the persistent force exerted on educators to begin teaching academic skills at an earlier age than was traditionally done. This meant reducing the amount of play time in the curriculum (Bodrova, 2008).
Sub-themes that relate to the theme
Make-believe play: the Vygotskian perspective; Vygotsky’s definition of play; Make-believe play as a source of development; make-believe play as a prerequisite; Developing new forms of thinking; Developing self-regulation; make-believe play as a prerequisite for literacy learning; oral language development; developing metalinguistic awareness; developing imagination; understanding authentic purposes for reading and writing; characteristics of play as a leading activity and systemic play intervention (Bodrova, 2008).
Key theoretical frameworks that relate to each theme
The main theoretical framework consisted of the Vygotskian approach based on the assumption that children at a young age when engaged in make believe play can become proficient in can master necessary prerequisites of academic skills. In applying this theoretical framework the author emphasized the necessity of the adult play scaffolding in current social settings (Bodrova, 2008).
Critical analysis of the framework
This theoretical perspective was effectively used in explaining challenges’ resolution among Russian and the West early childhood education educators through thorough integration of themes.
Key empirical studies that relate to each theme
Bodrova and Leong (2001), the tools of the mind project: A case study of implementing the Vygotskian approach in American early childhood and primary classrooms; Karpov (2005). The neo-Vygotskian approach to child development
Literature V11
Educational effectiveness of a Vygotskian approach to preschool education: A randomized trial by Barnett, Yarosz, Thomas & Hornbeck
Summary
The researchers applied a control randomized trial into exploring the impact of Tools of the Mind (Tools) curriculum in improving educational receptivity and attainment among 3 to 4-year old children. The focus was on play as it related to self-regulation development along with teaching impacts on literacy and mathematical skills’ acquisition. A balanced literacy curriculum with themes was designed for the control group. Both teachers and students were randomly selected for either treatment or control. It was discovered that by forging strong play emphasis learning was enhanced ultimately influencing above average social and academic performance. In their conclusions the researchers suggested that many child care problems could be resolved if more self-regulated play curricula activities were included (Barnett, Yarosz, Thomas & Hornbeck, 2006).
Sub-themes that relate to the theme
Description of the Tools of the Mind Curriculum; dramatic play; the Freeze Game and description of the Control Curriculum (Barnett et.al, 2006)
Key theoretical frameworks that relate to each theme
Key theoretical frameworks involved in this randomized trial consisted of combining the Tools curriculum concepts with Vygotsky fundamental perspectives of the theory that was created by him. Tools in itself one of Vygotsky (1978) socio-cultural perspective advancing that child development ought to be interactive to the extent of being constructivist oriented. Precisely, the underlying assumption assumes that preschool success is best achieved when children are placed in settings where they become active participants in the learning process. Play stimulates this type of participation (Barnett et.al, 2006).
Critical analysis of the framework
In a randomized trial of this nature the applying Vygotsky’s (1978) framework could be considered very effective in providing validation for an play being effective teaching strategy that produces immense outcomes academically as well as socially in the long term.
Key empirical studies that relate to each theme
Smith, Davidson, Weisenfeld, & Katsaros (2001), supports for Early Literacy Assessment; Nourot (2004), historical perspectives on early childhood education and Marcon (2002), moving up the grades: Relationship between preschool model and later school success (Barnett et.al, 2006).
References
Ashiabi, G. (2007). Play in the Preschool Classroom: Its Socioemotional
Significance and the Teacher’s Role in Play. Early Childhood Education
Barnett, W. Yarosz, J. Thomas, J., & Hornbeck, A. (2006). Educational effectiveness of a
Vygotskian approach to preschool education: A randomized trial. Rutgers, NJ:
National Institute for Early Education Research.
Bergen, D. (2002). The Role of Pretend Play in Children's Cognitive Development.
Early Childhood Research and Practice. 15(1).
Bodrova, E. (2008). Make-believe play versus academic skills: a Vygotskian approach to today’s
dilemma of early childhood education. European Early Childhood Education Research
Fox, J. (2014). Back-to-Basics: Play in Early Childhood. The professional Resource for Teachers
and Parents.
Ginsburg, K. (2007). The Importance of Play in Promoting Healthy Child Development and
Maintaining Strong Parent-Child Bonds. Pediatrics 119 (1); 182 -191
Kaufman (2012). The Need for Pretend Play in Child Development. Psychology Today.
