What might you expect to learn about a child’s cognitive, physical, or social development from observing the child at play?
Much has also been learned over time about the role of language as children develop play scripts (Bateson, 1976). When one child announces to another, “Let’s play veterinarianI’ll be the doctor and you be the puppy,” we see them acquiring the ability to assume roles that may be based on reality or what they clearly know to be absurd. They demonstrate a tentative understanding about the relationships between doctors and patients or the difference between doctors who treat humans and those who treat animals. As they share their ideas about how to act out this theme, perhaps arguing or changing the direction of the story line, they practice using words to be persuasive, solve problems, and give each other feedback on how the play is going.
Some studies have also confirmed that play promotes higher-order thinking. This is characterized by children’s ability to carry on an internal dialogue, essentially self-talking their way through the decision-making process by weighing options, analyzing information, and making subsequent choices. Children develop cognitive control as they (Bodrova & Leong, 2007; Bunge & Crone, 2009) stifle impulsivity and learn to focus and concentrate. This happens when they are encouraged to make their own activity choices, learn through trial and error, and construct and apply rules to different situations. Cognitive science is helping teachers learn when, how, and how much to intervene to promote the kind of complex play scenarios that develop executive functioning.
Play provides powerful natural consequences and opportunities for children to use language so that the play can continue. Adults tell children to use their words to solve problems, but children need practice that play provides in order to do so. Let’s say that four children have proceeded to set up the veterinarian’s office, with one child assuming the role of a sick puppy. As they act out bringing the puppy to the examining table, he is creeping on all fours as a puppy would but using words to tell how he feels sick. The other three children complain and claim that he is ruining their play because “puppies don’t talk, they whine or whimper when they are sick. If you don’t act like a puppy, someone else will have to be the puppy.” They have given the puppy actor the information he needs to modify his actions so he can continue to be included in the play.
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While the children have had a difference of opinion, they have also used matter-of-fact language to explain their feelings without being hurtful. It’s important for children to have time and the opportunity to invent their own games and direct their own play if they are to understand the value of rules and consequences and the importance of consensus.
Play is where everything children experience in isolation comes together. It’s where they begin to make sense of the present world and to imagine the future. It happens inside a bubble of safety that allows mistakes to occur without punishment, encourages experimentation without the pressure of accountability, and supports risk taking without fear of disapproval or a bad grade. It is where creativity, imagination, and problem solving are rewarded with acceptance, joy, and satisfaction (Jaruszewicz, 2008).
Play Perspectives
Most modern research and theory about play falls into two categories: play as cognitive construct and play as social construct. Both of these perspectives are important and provide a useful framework for teachers to observe and interpret children’s play as a part of the curriculum planning and implementation process.