Playful activities help toddlers, preschoolers prepare for lifetime of learning

by Andrea Sims

Stacking blocks, playing house, making art, playing board games, imitating, acting -- all are examples of play that provide opportunities for children to learn.

"Play is a child's occupation," said Heidi Kessler, physical therapist at Vanderbilt's Susan Gray School, which provides early childhood education for children with and without disabilities. "It helps children learn about themselves and the environment they live in."

Teachers at the Susan Gray School take care to dedicate large amounts of time each day for children to learn through activities that are "playful," whether they are actually "play" or not.

Kessler defines young children's play as feeling, touching and using their imaginations, and acknowledges that play can be defined in many ways. The most effective form of play is imitation. Conversely, the least effective form of play is asking, "Can I play?" she said. Another way to understand this is to imagine an adult social event. The most effective way of "playing" in this situation is to imitate what those around you are doing, while the least effective way is to ask, "Can I talk?"

Ann Garfinkle, assistant professor of special education at Peabody College, employs activities with children designed to spark their interest and encourage fun.

"Play is the cornerstone of early childhood programs," she said.

It is also a necessary and important component of the child's development. Allowing children choices and opportunities to express creativity are important, even within structured play. Particularly for children with disabilities, the instruction enhances their opportunity to develop advanced play skills.

By letting children choose their play, they learn to recognize problems and find solutions. Choice in play is equally important for children with and without disabilities. Structured or teacher-led play means that teachers narrow children's choices, not that they remove choice.

"Structured play and unstructured play have their place," said Kessler. "It is how children learn to be little people, to function in their environment, and to be secure and knowledgeable adults."

Learning is incorporated into play in ways that are meaningful for children, and the role of teachers is to "embed learning goals into play, especially for children with disabilities," said Ruth Wolery, director of the Susan Gray School and assistant professor of the practice of special education at Peabody College. "You cannot have a good early childhood special education program if an early childhood program for typically developing children is not already in place."

Children's first forms of "play" typically occur around 3 to 4 months of age, when they begin to interact with something apart from their own bodies. According to experts, the play never ends. As children mature, so do their activities. As they become teenagers, they continue to play something, oftentimes engaging in sports. As adults, play is simply referred to as leisure. Whether one is beginning preschool or turning 70, play provides learning experiences.

"Compare the idea of teaching play to teaching a sport or activity. How does someone learn to ski?" Garfinkle said. "A person is taught to ski, and the more instruction one is given, the better skilled one becomes. The more skilled someone is in skiing, the more enjoyable it is."

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