Play as an Organizing Element of the Curriculum
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A convincing body of evidence confirms the importance of play in the setting of early childhood education. As the American Academy of Pediatrics (AAP) stated in a 2011 clinical report, “Play is essential to the social, emotional, cognitive, and physical wellbeing of children beginning in early childhood. It is a natural tool for children to develop resiliency as they learn to cooperate, overcome challenges, and negotiate with others (Milteer, Ginsburg, Council on Communications and Media and Committee on Psychosocial Aspects of Child and Family Health, 2011, p. e203). Nonetheless, pressures on early childhood educators to limit play in favor of more “academic” activities remain, especially in grades 1 to 3.
All major early childhood curricula either suggest or direct classroom organization to support play and exploration. Let’s look at the ways in which teachers and caregivers provide for integrated play across the curriculum.
Environment
Activity areas or centers provide a means for children to move freely and efficiently within the environment. Early childhood teachers establish clearly defined spaces for both focused and integrated play activities. Table 4.3 describes typical dedicated play spaces that support different types of development and learning.
All teachers must consider the characteristics and limitations of their classroom’s physical indoor and outdoor spaces so that play can occur safely. They also make decisions about planning the environment for play based on their knowledge about how children play at different ages. Early childhood curricula encourage an organizational scheme that provides for a balance of quiet and active play. Finally, teachers arrange materials and equipment to encourage independence and responsibility without disrupting the flow of play.