Young children learn by doing (Bredekamp, 1990). The work of Vygotsky (1933) , Piaget (1950, 1972), Montessori (1964), and Erikson (1950), has demonstrated that learning is a complex process that results from the interaction of children's own thinking and their experiences in the external world. Developmental maturation is also very important to learning because it provides a framework to its process. As children grow older, they acquire new skills and experiences that facilitate the learning process. For example, as children grow physically, they are more able to manipulate and explore their own environment. In addition, they are more able to understand the point of view of other people. All theorists of learning agree that the child uses play for self-teaching. Moreover, an environment which provides materials, equipment, space, time, and understanding adults allows the child to organize ideas, feelings, and fantasies into a plan for play. Play affords the exploration and manipulation of ideas and relationships without too much doubt, shame, or guilt even though the child is yet unskilled.Play is an essential part of a high-quality early learning program. Play is not a break from learning—it’s the way young children learn.
I strongly believe that knowledge is not something that should be given to children as though they were empty vessels to be filled. Instead, children should acquire knowledge through playful interaction with objects and people. Children should not be forced to learn; they should be motivated by their own desire to make sense of new information and of their surroundings. Children do this learning through play.
Researchers are finding more and more connections between children’s play, learning and social development that helps them succeed in school. For example, pretend play helps children learn to think abstractly and to look at things from someone else’s perspective. Pretend play is also connected to early literacy, mathematical thinking, and problem solving.
When children use pretend play:
• They test their developing ideas with objects, people, and situations—the key ability for academic learning
• They develop many kinds of skills together—physical, social, emotional, thinking, and language
• They are doing things they are interested in, so they have a natural motivation to learn
• They develop concepts and skills together. For example, as a child learns to write the letters in her name, she is also learning the concept that each letter represents a sound. And she is very motivated by the meaning—her own name! Children are more likely to remember skills and concepts they have learned by doing things that are meaningful to them
• They learn from other children and develop social skills by playing together
When children play with materials such as blocks, clay, sand, and water:
• They develop skills in logic.
• They experiment with cause and effect, with counting and sorting things and solving problems. That practice in experimenting, observing, comparing, and working with shapes, sizes, and quantities, forms the basis for understanding math and science and for all higher-order thinking.
As children share materials and play together:
• They learn to cooperate, listen to others, stand up for their own ideas, handle frustration, and empathize.
• Many studies have shown that children with good social skills and emotional health do better in school and are more likely to avoid dangerous behavior as teenagers.
• Through play, children develop their ability to form relationships with other children and with teachers.
When children do activities they have chosen in free play time:
• learning is enjoyable; it’s based on their own interests and gives them a sense of competence. Studies show that children’s attitudes of curiosity, motivation, and competence are key to success in elementary school.
I strongly believe that knowledge is not something that should be given to children as though they were empty vessels to be filled. Instead, children should acquire knowledge through playful interaction with objects and people. Children should not be forced to learn; they should be motivated by their own desire to make sense of new information and of their surroundings. Children do this learning through play.
Researchers are finding more and more connections between children’s play, learning and social development that helps them succeed in school. For example, pretend play helps children learn to think abstractly and to look at things from someone else’s perspective. Pretend play is also connected to early literacy, mathematical thinking, and problem solving.
When children use pretend play:
• They test their developing ideas with objects, people, and situations—the key ability for academic learning
• They develop many kinds of skills together—physical, social, emotional, thinking, and language
• They are doing things they are interested in, so they have a natural motivation to learn
• They develop concepts and skills together. For example, as a child learns to write the letters in her name, she is also learning the concept that each letter represents a sound. And she is very motivated by the meaning—her own name! Children are more likely to remember skills and concepts they have learned by doing things that are meaningful to them
• They learn from other children and develop social skills by playing together
When children play with materials such as blocks, clay, sand, and water:
• They develop skills in logic.
• They experiment with cause and effect, with counting and sorting things and solving problems. That practice in experimenting, observing, comparing, and working with shapes, sizes, and quantities, forms the basis for understanding math and science and for all higher-order thinking.
As children share materials and play together:
• They learn to cooperate, listen to others, stand up for their own ideas, handle frustration, and empathize.
• Many studies have shown that children with good social skills and emotional health do better in school and are more likely to avoid dangerous behavior as teenagers.
• Through play, children develop their ability to form relationships with other children and with teachers.
When children do activities they have chosen in free play time:
• learning is enjoyable; it’s based on their own interests and gives them a sense of competence. Studies show that children’s attitudes of curiosity, motivation, and competence are key to success in elementary school.