- RICARDO MAKYN/STAFF PHOTOGRAPHER
These two students of Holy Rosary Primary School were caught on camera playing in an open lot adjacent to the school.
Fay Corothers, Contributor
DISCUSSIONS ABOUT the education of the young child have been like a chorus being sung, and at intervals, different groups from across the island join in the refrain.
There are varying views about the purpose of early education but this writer quotes Joanne Hendrick who states that:
"The purpose of early education is to foster competence not only in intellectual areas but all aspects of the self: learning to live comfortably with others, to master and safely express one's feelings, to love life and welcome new experiences."
This is quite a different definition from that held by many parents and teachers of young children. Many view education as a race and the earlier children get into it, the better their chances of winning; so they are expected to spell, count, add, read and write as soon as they begin school.
I would like to suggest that children be allowed to play while they attend early childhood institutions, as play is the vehicle of learning for the young child.
IMPORTANCE OF PLAY
Play is a misunderstood concept, when education is involved. Why is this so? Adults view play as just a rough and tumble, noisy activity.
E. H. Walters and E. B. Castle remarked that "the general feeling in the West Indies has long been that play means mischief; and if ever play is allowed in very young children, when they reach school age, it must cease." Parents often remark to teachers, "I know they are learning social skills and having fun, but when will you begin to teach them to read and write?"
In the 1800s, Friedrich Froebel, a German educator, designed his kindergartens to be a wonderland of pictures and puzzles, sand piles and flowers, singing and dancing and specially-designed concept-building objects. He believed that children's learning was enhanced through play in a stimulating environment.
According to Maria Montessori, "Play is a child's work", and John Dewey wrote: "Play is what we enjoy while we are doing it. Work is what we enjoy when we have accomplished it."
In Jamaica, in the 1930s, the Reverend Henry Ward advocated for the setting up of schools for children who were left unattended by their working parents, and these schools were called play centres. In these play centres, there was organised play, story-telling, action songs, learning about pets and their care, care of gardens, and foundation work in reading, writing and arithmetic.
Early founders of schools for young children saw learning as rooted in play. These early programmes featured prepared environments with a variety of play activities, both familiar and challenging. Teachers acted as guides who facilitated children's exploration and learning.
INTEGRATING PLAY
How do we integrate play into our schools? The environment of the institution is of paramount importance. Teachers should ask these questions:
Is there sufficient space? The Ministry of Education, Youth and Culture stated that there should be 1.9 square metres per child, but the draft policies and standards for the operation, management and administration of early childhood institutions recommend 2.3 square metres per child. Does the classroom have aesthetic appeal? Is it beautiful? Are the colours of the walls cheerful? Is the furniture appropriate for the specific age group? Is the classroom well lit, properly ventilated and comfortable? As summer approaches, is it cool enough? Are chalkboards and bulletin boards at the children's eye level? Does the room have cupboards for storage of materials and appropriate shelves for a variety of learning centres? Is there a variety of toys, play equipment, paper, paint, crayons, play dough, and are they adequate for the number of children in the class? Is there adequate outdoor space and appropriate play equipment like climbers, see-saw, slides, tyres, balls, and hoola-hoops? Is the outdoor space safe? Is it appropriate for children with disabilities?In a 1995 study in Jamaica, Rose Davies found that of 25 learning materials used in schools, those that were in good supply were formal materials such as chalk, reading books, crayons and materials for counting and number work.
Seventy-five per cent of environments observed received very poor ratings for the free form and natural materials, which encourage child-initiated activity (puzzles, clothes and props, paints, glue, scissors).
BENEFITS OF PLAY
The power of play for young children cannot be disputed or over-emphasised. It must be seen as important as it gives them many opportunities to practise their skills to achieve competence. It enhances the development of the whole child - socially, emotionally, physically, intellectually, and creatively.
Social development: Play provides the opportunity for children to make contact with other children of their age group, to learn to interact with them, to give and take, to interact in harmony, to make friends, to wait their turn, and to show concern and respect for others.Young children are self-centred. They interpret everything from their point of view and believe that others think and feel as they do. Social development is demonstrated by the young child's ability to get along with his/her peers. Social play progresses from solitary (alone) to parallel (beside) to group play.
Group play (e.g. playing with blocks, sand, water, and engaging in pretend play) helps children to develop the pro-social skills of showing concern for a peer in distress, laughing with others who experience pleasure, sharing with others, taking turns when playing with toys, waiting without fussing, helping another child to complete a task and helping someone in need. These skills and behaviours are important for living in harmony with others. Early childhood is the time to have them inculcated in young children.
Emotional development: During play, children can be helped to learn about their emotions and how to express them. Children explore different emotions (e.g. joy, sadness, frustration, anger, fear). They express their emotions in different ways - being silly, withdrawn or aggressive towards themselves and others. It is said that emotional well-being fosters mental health in young children.Noted theorist, Erik Erikson, says that infants develop trust as their caregivers give them consistent care. Other theorists have noted the problems caused by disturbed attachment; lack of warmth and affection and behaviours that hurt and have negative effects on children's future behaviour.
In guiding children as they play, teachers and parents can label the emotion for the child and in a calm, supportive, and reassuring manner, help children deal with the situation.
Parents and caregivers play a major role in children's emotional development. When they offer threats, deprive children of privileges, verbally abuse them or use physical force or punishment, children experience moodiness, are likely to show aggression, are less friendly and are vulnerable to stress. These behaviours are demonstrated during play. When parents and caregivers respect children and provide reasonable, consistent and logical guidance, children develop more positive attitudes.
Play provides for the development of friendships and children develop social knowledge and social skills from these interactions. They share interests, learn conflict resolution skills, and pro-social skills as they interact with peers at schools and in their neighbourhood.
Play provides an environment in which the child's initiative can flourish. Children can be involved in setting standards and limits for their behaviour. Parents and caregivers should explain the reasons for the rules and the consequences of not obeying. Consistent guidance helps children understand what is expected. It helps them regulate their emotions. Their efforts should always be acknowledged.
See Part II next week.
Dr. Fay Corothers is a lecturer at the University of the West Indies/Shortwood Teachers' College's early childhood degree programme.
