As soon as a child comes into the world, it starts a long journey, the main aim of which is the acquisition of new information and new knowledge. The period of early childhood may be defined as the period of vital importance for the whole successful existence of the individual. The idea that a person’s character is formed during the first years of life originally belonged to Sigmund Freud but is widely accepted by scientists nowadays. Thus, during childhood a person acquires the basic knowledge that forms the ground for his/her world outlook and forms the main traits of character that will determine his/her future behavior in different spheres of life. If childhood is of vital importance for a person, the methods that may be successfully applied in child’s upbringing and teaching deserve special attention. Play deserves scrupulous attention as one of the most appropriate, effective and natural methods of teaching children during childhood.
The value of play in the child’s education may be proven by the fact that Barbara J. Taylor, an authoritative figure in the sphere of children’s education, has devoted the whole chapter of the book to the explanation of the importance and value of play for children (59). On studying the material, it is possible to state that the value of play for children, their effective development and successful teaching and learning should not be underestimated. The definition of “play” will help us to explain the value of play for child’s teaching. However, the present research suggests that it is difficult to define play as there exist numerous contradicting definitions of “play”. For instance, Samuelson and Fleer suggest several definitions: “thinking and activity that is symbolic, meaningful, active, pleasurable, voluntary”; “framing events through attitude, pretence”; play means “sense of playfulness and fun” (2). We agree with Barbara J. Taylor who presents play as the main activity of children that creates the impression of “children’s work” and it the driving force of children’s experience (59).
Primary importance of play for children may be drawn from motivation. Every educator knows that motivation is the engine of successful teaching and learning, and the creation of motivation should be our first consideration. However, in our case, the creation of motivation seems problematic if we deal with three/four- year-old children. It is difficult to explain the necessity of doing this or that task, but this is the area where play may be helpful. Children play because it is fun, thus, fun, enjoyment, satisfaction, and sense of completion of the task provided by play are the best motivators for a child to learn. The role of play in motivation is emphasized by Taylor as well (67).
If we recognize play as the teaching tool for children of the age of three/four, we should state the positive outcome of play. On the whole, positive effect of play may be observed in all spheres of child’s activity and development. In the first place, play contributes to the development of cognitive skills of a child. Play teaches a child how to make a choice, how to solve a problem, how to build a plan that will help to achieve the aim. In the second place, play may foster physical development of a child, improve coordination, reaction, and muscle control. Finally, play may help to develop language and communicational skills, inform a child about communicative models and behavioral models.
In conclusion, it should be stated that play should be widely used by educators in the process of interaction with children of the age from three to four. Correct instruction and training of children during this period will ensure further harmonious development of children’s personality and world outlook. If it is possible to do this with the help of innocuous, effective, and humane method like play, we should do our best fulfill the task of adapting children to life with the help of play.
Works Cited
Samuelson, Ingrid Pramling, and Marilyn Fleer. Playing and Learning in Early Childhood: International Perspectives. NY: Springer, 2008.
Taylor, Barbara J. A Child Goes Forth: A Curriculum Guide for Preschool Children. Upper Saddle River, NJ: Merrill, 1999.