Traditional Theories of Play in Early Childhood Education

Introduction

Play is a universal activity with universal rights for all children. It is widely regarded as a state of innocence, grace, wonder, and creativity. The topic of play in early childhood education has attracted attention from many quarters, including government institutions, and numerous definitions and theories have been proposed concerning its crucial functions in the lives, development, and learning of children. The purpose of this paper is to elaborate on the complexities of play by examining its temporal, spatial, cultural, and theoretical dimensions. It also addresses the underlying reasons for play in contemporary society, a field that is changing rapidly and growing increasingly complex.

A review of the literature on children's play reveals how culture has shaped the kinds of play children experience, where they play, and with whom they play within society. Children's lifestyles have changed significantly, and today's education systems point to a lack of play both at home and at school.

By playing, children are given the opportunity to explore and experience the world around them, experiment with new ideas, experiences, and roles, and thereby learn to understand and construct their social position in the world. The field of early childhood education appears quite fragmented, with competing theoretical frameworks linked to profound differences in epistemological and scientific perspectives. Dominant paradigms are largely associated with a recent history of educational, economic, and social changes in a minority of Western societies. Rights-based approaches have emerged to challenge policy development by drawing attention to global injustices in early childhood and the millions of young children who have been denied their fundamental entitlements to health, survival, and well-being (Woodhead, 2006).

Theoretical Frameworks for Children's Play

Classical theories were formed before the 1920s and emerged from philosophical thinking about the nature of childhood and the perceived value of playful activities. They highlighted the biological and innate aspects of play using both evolutionary and physiological explanations, and attempted to explain the reason for the existence and meaning of play. Groos Karl's pre-exercise theory of 1901 identifies many children's behaviors in adult games, customs, and competitions. In his research, he created systems grouping different types of play — such as dramatic play, rough-and-tumble play, and games with rules. According to Groos, play is a tool that encourages children to emulate behaviors similar to adult roles and, in turn, assume those roles in the future. For instance, children can enact parental roles during dramatic play. The theory suggests that play prepares children in a natural way for adult life, since their experiences during play are similar to those they will encounter as they grow (Rogers & Evans, 2007).

Today, contemporary theories are used by early childhood educators because they emphasize the psychological value and the significance of a child's cognitive, social, and emotional development. Greater importance is placed on higher levels of thinking and symbolic thought, and these theories are supported by empirical research. Piaget's (1952) and Vygotsky's (1967) cognitive development theory concerns the construction of thought processes and intelligence. They argue that humans can acquire knowledge, make decisions, and reason. According to Piaget, children acquire knowledge through the dual processes of accommodation and assimilation. Assimilation refers to children learning new material from the outside world and fitting it into their existing knowledge. Accommodation, on the other hand, describes how children adjust their existing knowledge to fit new information. For example, children may incorporate newly acquired knowledge, compare it with what they already know, and recognize that a match does not exist. These dual processes operate together, creating a state of equilibrium — a balance between the child's environment and state of mind. As a result, children develop a stable understanding of the world around them, and play enhances assimilation. It is evident that children today assimilate new intellectual materials and ideas into the realities they see and hear, rather than accommodating them (Chapter 10, n.d.).

Piaget's classical developmental theory offered important contributions to educational psychology. He asserted that at several different growth points, children acquire new cognitive operational systems that radically alter the forms of learning of which they are capable. He concluded that cognitive structures must be assessed and that learning materials must be presented in ways those structures can assimilate. He also argued that it is within educators' power to foster the development of cognitive structures so that they become more powerful. Piaget viewed children as highly active organisms that construct internal structures through reflexive processes. Accordingly, no force should be exerted on learners to take passive roles in knowledge acquisition. Instructors are advised to encourage learners to explore the limits of their existing structures and reflect on them, as this helps improve children's intellectual power and conceptual knowledge. His theory served as a powerful driving force behind curricular reform in preschool education and science (Nilsson & Ferholt, 2014).

Cultural and Historical Influences on Play

Society plays a role in communicating cultural values to young children. Cultural influences come from sources such as the family, neighborhoods, the media, and childcare centers. Through these sources, children develop a sense of pride in themselves and an understanding of people from various cultures. Children learn that differences between people exist and that such differences are not inherently negative. Play gives children an opportunity to learn about the different cultural norms and values present in a given society. Traditional games — particularly those with rules — form integral parts of a culture, as they provide a means of communicating social norms and assist children in assimilating as group members (Maschinot, 2008).

Culture is also tied to the games children play and the toys they use, providing children with practice in skills they will need in adulthood. In this way, play serves an important enculturation role. For instance, many games and toy-related activities are interconnected with religious beliefs. While most children view cheating in games negatively, those caught cheating may face reprimands. The exposure of children to Euro-American culture has modified many of the play practices of Eastern children, with adaptations made to fit existing gaming customs. Different cultures have varying play behaviors that contribute to the roles and skills children will need in adult life (Rettig, 2009).

Conclusion

Play in early childhood education has changed considerably over the years, and concerns have arisen regarding its impact on children's development and growth. The innocence and freedom associated with play in earlier times have diminished, and children are now engaging in new forms of play that develop adult-oriented skills. Early childhood educators have largely moved away from classical theories in favor of contemporary frameworks that emphasize psychological value and holistic child development. Culture continues to impact children positively by helping them distinguish between acceptable and unacceptable behaviors, thereby accelerating their development. The games children play at school increase their knowledge and broaden their exposure to the world, ultimately preparing them to face adult challenges with confidence.

Early childhood education in Australia is working to incorporate cultural and social factors in ways that positively influence and shape children's play, recognizing that the foundations laid in early childhood have a lasting effect on adult life.

References

Chapter 10. (n.d.). Play and the learning environment. Retrieved from http://uk.sagepub.com/sites/default/files/upm-binaries/53567_ch_10.pdf

Commonwealth of Australia. (2009). Belonging, being & becoming: The early years learning framework for Australia. Australian Government Department of Education, Employment and Workplace Relations.

Kernan, M. (2007). Play as a context for early learning and development. NCCA.

Maschinot, B. (2008). The changing face of the United States: The influence of culture on child development. Zero to Three.

Nilsson, M., & Ferholt, B. (2014). Vygotsky's theories of play, imagination and creativity in current practice: Gunilla Lindqvist's "creative pedagogy of play" in U.S. kindergartens and Swedish Reggio-Emilia inspired preschools. Perspectiva, Florianopolis, 32(3), 919–950.

Patel, S., & Seyram, J. A. (2014). Role perception and responsibilities in children's early childhood education: A case study of Indian migrants in Melbourne. MER Journal of Educational Studies, 4(1), 1–15.

Rettig, M. (2009). Play and cultural diversity. The Journal of Educational Issues of Language Minority Students, 15, 1–9.

Rogers, S., & Evans, J. (2007). Rethinking role play in the reception class. Educational Research, 49, 153–167.

Solley, B. (2007). On standardized testing: An Association for Childhood Education International position paper. Education Week, 31–37.

Woodhead, M. (2006). Changing perspectives on early childhood: Theory, research and policy. UNESCO.