Educating very young children

Learning through play

A child exploring comfortably due to having a secure attachment with caregiver
Early childhood education often focuses on learning through play, based on the research and philosophy of Jean Piaget, which posits that play meets the physical, intellectual, language, emotional, and social needs (PILES) of children. Children's curiosity and imagination naturally evoke learning when unfettered. Learning through play will allow a child to develop cognitively.^[25] This is the earliest form of collaboration among children. In this, children learn through their interactions with others. Thus, children learn more efficiently and gain more knowledge through activities such as dramatic play, art, and social games.^[26]
According to a study by Alharabi and Alzahrani (2020), "the epistemology in children's play, learning, and development is that young children grow quickly, and as they adapt, play experiences provide a natural and developmentally appropriate pathway for authentic learning".^[27] There is much evidence driving a worldwide awareness that in the first six years of life, young children developmentally take in every part of their surroundings and their playful explorations actually form their biological neuronal mass.^[28] Children at these early ages are most engaged, and therefore learning at a higher rate, during unstructured free play.^[29]
Tassoni suggests that "some play opportunities will develop specific individual areas of development, but many will develop several areas."^[30] Thus, it is important that practitioners promote children's development through play by using various types of play on a daily basis. Allowing children to help get snacks ready helps develop math skills (one-to-one ratio, patterns, etc.), leadership, and communication.^[31] Key guidelines for creating a play-based learning environment include providing a safe space, correct supervision, and culturally aware, trained teachers who are knowledgeable about the Early Years Foundation.
Davy states that the British Children's Act of 1989 links to play-work as the act works with play workers and sets the standards for the setting such as security, quality and staff ratios.^[32] Learning through play has been seen regularly in practice as the most versatile way a child can learn. Margaret McMillan (1860-1931) suggested that children should be given free school meals, fruit and milk, and plenty of exercise to keep them physically and emotionally healthy. Rudolf Steiner (1861–1925) believed that play time allows children to talk, socially interact, use their imagination and intellectual skills. Maria Montessori (1870–1952) believed that children learn through movement and their senses and after doing an activity using their senses. The benefits of being active for young children include physical benefits (healthy weight, bone strength, cardiovascular fitness), stress relief, improved social skills and improved sleep.^[33] When young students have group play time it also helps them to be more empathetic towards each other.^[34]
Allowing children to learn through play is integral to early childhood development allowing them to develop language skills, improve social skills, solidify emotional regulation, and increase their cognitive skills in preparation for their future upcoming academic challenges.^[35] The opportunity for unstructured free play is most important in early childhood education settings due to the availability of peers for playmates and having access to teacher prepared environments rich in exploratory materials.^[35]
In a 2021 article, Montessori researchers and trainers Aida Macia-Gual and Laura Domingo-Penafiel sought to identify societal demands on children in early childhood education brought on by the ever increasing push for academic achievement at an earlier age.^[28] The authors use the established Montessori principles in early childhood education in their study with established early childhood goals of acquisitions of emotional-regulation and child centered investigations to identify societal demands and concluded that "When children are in a prepared environment that stimulates them, they can develop their abilities with no barriers and this means that higher goals can be achieved" and they will be stronger academically as a result.^[28] They argue that the established Montessori principles of a carefully educator constructed environment provides experiences and learning opportunities for the young child to process the world around them and to find their own fit.^[28]
In a more contemporary approach, organizations such as the National Association of the Education of Young Children (NAEYC) promote child-guided learning experiences, individualized learning, and developmentally appropriate learning as tenets of early childhood education.^[36] A study by the Ohio State University also analyzed the effects of implementing board games in elementary classrooms. This study found that implementing board games in the classroom "helped students develop social skills that transferred to other areas."^[37] Specific outcomes included students being more helpful, cooperative and thoughtful with other students. Negative outcomes included children feeling excluded and showing frustration with game rules.
A study conducted In Norway analyzed the benefits of risky unstructured free play in early childhood education. This study suggests important benefits and improvements in several developmental goals including self-regulation and improved motor skills.^[38] The authors of the study argue that the implementation of opportunities for outdoor unstructured free and risky play increases children's interactions with the physical environment encouraging development vital to future success.^[38] They claim that their research shows that including the opportunity for risky play is beneficial, but that the beliefs of parents and teachers about risk complicate the implementation in the early childhood educational setting.^[39] Their observations led them to conclude that the risk factors in unstructured free play, especially outdoors, can increase the positive effects of the play.^[39]
Piaget provides an explanation for why learning through play is such a crucial aspect of learning as a child. However, due to the advancement of technology, the art of play has started to dissolve and has transformed into "playing" through technology. Greenfield, quoted by the author, Stuart Wolpert, in the article "Is Technology Producing a Decline in Critical Thinking and Analysis?", states, "No media is good for everything. If we want to develop a variety of skills, we need a balanced media diet. Each medium has costs and benefits in terms of what skills each develops." Technology is beginning to invade the art of play and a balance needs to be found.^[40]