Free Play
Play
is the serious work of the child
"Creative
Play is like a spring that bubbles up from deep within a child."
It is
refreshing and enlivening
The importance of play
Child
doesn't have the goals of the adult. Play
is a time when there are no goals beyond the activity itself.
Play
helps children weave together all the elements of life as they experience it.
It is an outlet for the fullness of their creativity, it is an absolutely
critical part of their childhood.
A
child playing is:
•
Perceiving and exploring situations
• Learning
about self and world
• Initiating
and exacting possibilities
Play
is an experiment into the nature of reality. Play is like a brave adventure
into the possibilities and limitations of things. It is the true basis of
problem solving.
Adults
who are convinced to "teach" children, instead need to set an
example in all kinds of activities. They should create appropriate spaces to play and
learn and honour the innate capacity for learning that fills the souls of
every healthy young child. Young children are born with a wonderful urge to
grow and learn. If allowed to set pace, they will work in a tireless and
playful way.
Look
at toys as "tools" of play - 90% chid, 10% toy. A toy can have an infinite range of uses rather than one purpose.
In
children under 3, the play is realistic - they imitate the world around them.
They need the involvement of adults to imitate or to play with and are involved
with the activities of adults around them. They play repetitively - with joy,
each time before emoting onto the next thing and interact enthusiastically with
their surroundings, finding each experience fresh and exciting.
In
ages 3 to 5 play is stimulated by the toy or object. Play is stimulated by external events. That is
why it is so important that there are toys or objects available to the children
that can be transformed by them into anything they wish it to be - multiple uses.
Play is more social - stimulated by each
other's ideas and experiences. They begin to negotiate, learn boundaries and
limitations, investigate possibilities, build their language and communication
skills and hopefully learn to empathise and care for each other. Being involved
with domestic activities also stimulates play at this age.
Around
or after age 5 - play begins to change - "boredom" - don't know what
to do - as if no ideas left. This is when they can be stimulated directly by
the adult work. They can be encouraged to join in with the work in the room -
cutting up veggies
for fruit, tasks such as sewing, weaving or woodwork - always tasks which need
to be completed. It doesn't take long
for this phase to pass - hours or days and the transformation from one type of
play to another takes place. Now the initial idea comes first, followed by the
attempt to find the right materials. They have a mental image of what they want
to do or be. Imagination is ready to work again. For children who are getting ready
for school it is important that they begin to take responsibility for
themselves, their actions and for others. Children have tasks which contribute
to the well-being of themselves and of others and of the works around them.
They tidy, clean, cook, sweep, decorate, take care of plants and animals, run
messages, help the "little ones" and develop skills and co-ordination.
Play
is most beneficial for child if it is initiated and directed by the child and
accompanied by a play facilitator who is on a path of self-development.
The
ability to facilitate this kind of play is not a natural gift, but to be
learned. The involvement of the teacher alongside the playing child is to facilitate
play through structure of appropriate space and time and with specific materials
and toys in which this play can unfold in an undisturbed manner. Play needs
facilitation or "guidance". Guidance does not mean adult initiated or
adult-directed
play activity.
To
help facilitate / guide children's play, the educator’s role is to:
⁃ set up a well-structured play area
⁃ work with a focus and presence of mind
⁃ observe and listen to children and make an effort
to understand children's play
⁃ reduce intervention
⁃ Have trust and empathise with the children
"There
are precious places where children can freely develop their own culture and
where the creative spirit of childhood can perform its magical transformation…
A Steiner kindergarten tries to be such a place, a place where the echoing
voices of children at play can still be heard" - Sally Jenkinson
Article by Vanessa Cole
