Play based learning research power poing

Play-based LearningBy: Tara Oakes

“The skillful teacher of young children is one who makes….play possible and helps children keep getting better and better at it.”Source: Jones & Reynolds. 1992. The Play’s the Thing, p.1

http://www.youtube.com/watch?v=dJ9fzJttMPY

The Importance of Play-Based Learning

Kind of Play

Exploratory play/objective/sensory play

Dramatic Play (solitary pretense)

Construction Play

Physical Play

Socio-dramatic Play

Games with Rules

Games with invented rules

Exploratory play/object play/sensory

Is when very young children explore by touching, mouthing and feeling objects in their environment.

Older students will use sensory by playing with objects such as rice, paint, play dough and water. These items could be used at a sensory center during center activities.

This type of play is most prevalent with children from ages 0-2.5 years.

Is when young children engage in imaginative play by themselves generally by using dolls, cars or action figures. They invent scripts and role play with toy objects.

Older students will usually create entire worlds and with toys and objects and play independently.

This type of play is most prevalent with children from ages 3-8 years.

Dramatic Play (solitary pretense)

Construction Play

Is when children use objects such as blocks, cardboard boxes, play dough or other objects to build.

The students can play independently or in groups for long periods of time. Centers for building can be incorporated in the classroom and can be used with dramatic play by creating their own worlds.


Infants start to use sensory motor when they begin moving and kicking their arms and moving on to kicking and moving objects.

Rough and tumble play is more commonly found in boys and a social form of play, often confused as aggressiveness.


Physical Play

As students get older they move into physical play where they try to exceed their limits with running, jumping and climbing. This often becomes competitive and moves into games with invented rules.

Socio-dramatic Play

Is students playing with small groups and reenact social rolls creating their own rolls and scripts.

Socio-dramatic play generally incorporates social rolls such as firefighter, mother and father or other similar community rolls.


Type of Skills Process

SocioemotionalIn sociodramatic play, a child’s capacities to reflect before acting, sense the perspective and

emotional experiences of others, and self-regulate emotional experiences are enhanced.

NegotiationAs a child engages in play with peers, s/he explores issues of control and compromise as s/he

negotiates with their peers. Such negotiations help a child communicate with others more effectively.

Problem SolvingDuring play with peers, a child’s ability to problem solve is promoted because s/he exposed to

various ways of problem-solving and conflict-resolution.

Perspective TakingIn sociodramatic play a child has to take the perspective of others, understand their pretend

and real emotions, and be able to regulate his/her actions accordingly.

Role TakingPlay enables and improves a child’s role-taking ability. This is because asw a child shares

his/her emothions and responses during play, s/he develops sensivitity to the needs and view of others.

CooperationPlay improves a child’s ability to cooperate; evidenced by a child’s ability to work with others

on a task.

Social Understanding and Related Skills

As a child develops relationships and encounter problems, s/he extends his/her skills by finding strategies that work and how to sustain relationships. Also, in play a child practices and extends what s/he knows about sharing, turn-taking, self-restraint, working in a group,

and getting along with others.

Theory of MindPretend play is an early indication of a child’s ability to recognize mental states in others.

Through play a child first comes to understand self-awareness, the distinction between pretend and reality, and the intentions of others.

Table 1. Socioemotional Significance of Sociodramatic Play

Chart From: Play in the Preschool Classroom: Its Socioemotional Significance and the Teacher’s Role in Play

Games with Rules

Is when students begin to play organized sports and games in groups.

These games and sports tend to be organized but can be board games and card games with organized rules.

This type of play is most prevalent with children from ages 5 years and up.

Children invent their own games with their own rules.

Groups tend to be self organized play groups by the students and their peers. Ex: Hopscotch or Tag


Games with invented rules

Research shows that children who engage in complex forms of socio-dramatic play have greater language skills than non players, better social skills, more empathy, more imagination, and more of the subtle capacity to know what others mean. They are less aggressive and show more self-control and higher levels of thinking.

In many kindergarten classrooms there is no play-time at all. Teachers say the curriculum does not incorporate play, there isn't time for it and many school administrators do not value it.

Standardized testing and preparation fro tests are now a daily activity inmost of the kindergarten studied, despite the fact that most uses of such tests with children under age eight are of questionable validity and can lead to harmful labeling.

Interesting Information about Play-based Learning

With asking kindergarten students to perform at what used to be considered a first grade level, and denying students play it is believed that there has been a rise in students anger and aggression. It has also been reported more frequently that younger students are having more severe behavior problems.

There are two types of teachers involvement in play: 1.) Outside flow- is meant to prompt reflection on the

part of the children and leads to extension of play.2.) Inside flow- teacher takes on a role of play and

communication directly with the students.

Interesting Information about Play-based Learning (cont.)

Provide time and space for play to every school day, both indoors and during recess.

Mark room for all types of play that contribute to children’s development, including make-believe, sensory, language, construction, large and small motor, and mastery play.

How to create effective classrooms through play-based learning

Learn to effectively monitor and be involved in your classroom play.

Get creative and use a variety of different ways and tools to incorporate into your classroom.

Are we doing the right thing with moving towards less play-based learning and more instructional and assessment

based learning?

“Most of the play-based kindergartens in Germany were changed into centers for cognitive achievement during a wave of educational “reform” in the 1970s. But the research comparing 50 play-based classes with 50 early-learning centers found that by age 10 the children who played in kindergarten excelled over the others in a host of ways. They were more advanced in reading and mathematics and they were better adjusted socially and emotionally in school. They excelled in creativity and intelligence, and oral expression, and “industry.” As a result of this study German kindergarten returned to being play-based again.”

Hand in Hand Strategies to support play-based learning

http://www.youtube.com/watch?v=eIibN10XQwU

Creditshttp://www.youtube.com/watch?v=dJ9fzJttMPY

http://www.youtube.com/watch?v=eIibN10XQwU

Jones & Reynolds. 1992. The Play’s the Thing, p.1

Hewes, PhD, Let The Children Play: Nature’s Answer to Early Learning , Early Childhood Learning Knowledge Centre, p. 3

Ashiabi, Early Childhood Education Journal, Play in the Preschool Classroom: Its Socioemotional Significance and the Teacher’s Role in Play, Early Childhood Education Journal, Vol.35, No.2, October 2007 p. 203

Miller and Almon, Crisis in the Kindergarten Why Children Need Play in School, Alliance for Childhood, March 2009, p. 2, 3, 6,

The End

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