Play is
the currency of childhood. It’s hardly surprising then that groups of parents,
educators, early childhood educators and specialists, researchers,
pediatricians, playworkers, and museum professionals devote thinking and
learning to understanding children’s play, enriching it, and creating more play
experiences.
For more
than 3 decades, my work has focused on play in in many forms. Through
undergraduate and graduate school, teaching, and working in and with museums, opportunities
to explore children’s play and the conditions that support have been and
continue to be part of my work. As much as I enjoy deepening my understanding
of play, sharing resources with others so they can interpret and incorporate it
into their work makes any discovery an even better find.
Recently play has been in the sun in books,
journal articles, in research and stories, about children and play, and in both
current and culturally significant contexts. Four works have stood out for me
in underscoring play’s complexity and many dimensions. Moreover, they are
particularly helpful in bringing clarity to aspects of play that we struggle to
articulate and that we gloss over as if simple or self-evident to others.
- In Free to Learn, Peter Gray offers insights into the voluntary nature of play.
- Considering Counterfactuals: The Relationship between Causal Learning and Pretend Play, by Alison Gopnik and Caren M. Walker (American Journal of Play. Vol. 6 No. 1) provides evidence of the connections between pretend play and learning.
- Vivian Gussian Paley’s Story and Play: The Original Learning Tools gives a glimpse into children’s
thinking in play.
- The Story of a Sand Pile, recorded by G. Stanley Hall, highlights the value of time and continuity of play in extending its value.
Play’s Social Benefits:
Gray
In Free
to Learn, Peter Gray sweeps across the evolution of childhood play, follows
the origins of schools today, and explores a radical approach to schooling. In
this challenging book, Gray’s evolutionary perspective sheds light on some meaningful
dimensions of play often referred to but seldom explored in relation to one
another.
Play is
often characterized as voluntary or freely chosen, an attractive quality especially
in contrast with school. These terms, however, can be interpreted in quite different
ways. They can, for instance, suggest a non-compulsory activity or a fluid social
exchange among children working to find common ground during play.
Play is
voluntary because players are always free to quit. Anyone dissatisfied in play feels
entitled to quit; each player knows it. If too many people quit because their
ideas are not incorporated or they are relegated to undesirable roles, play ends.
Consequently, to keep play going, players must satisfy both their own desires
and those of other players through negotiation, listening, flexibility,
building on ideas.
Gray adds
depth to understanding play’s voluntary nature by providing an evolutionary
context. Through play, children learn how to treat one another respectfully, in
ways that meet others’ needs and desires. Play is satisfying when children
treat each other as equals despite differences in size, strength and ability.
This voluntary aspect of play illustrates
another benefit of play. Children learn through play what they can’t be taught
by others through verbal instruction. Confidence, choice and control, empathy, being
attuned to others, cooperation, and self-control must be learned through
experience.
If we
want to bring others along in valuing play and if we want to create the
conditions that encourage and support children’s social engagement in play, fresh
perspectives like Gray’s are necessary.
Pretend Play and
Causal Relationships: Gropnik and Walker
Children’s
pretend play is often viewed as a function of cognitive limitation–their inability to distinguish between fantasy and reality. In the Fall 2013 issue of American Journal of Play that takes stock of the theoretical frameworks used in play
in many domains, Alison Gopnik and Caren Walker take a look at how pretend play
connects with learning.
In
pretend play children engage in a kind of internal exploration involving
objects and play partners. While this play takes place in the real world,
children are also constructing unreal, and sometimes very elaborate, scenarios
about possible, imaginary worlds. Gopnik
and Walker suggest that children’s thinking involving pretense during play is actually
grounded in reality thinking. The child imagines alternative possibilities, for
instance, how an object might behave. Using various investigations through play
episodes, the child revises the idea (or theory) to better fit the causal
structures she knows about from interacting with the real world.
![](http://4.bp.blogspot.com/-8F6LS164sUA/UzIKjkD9HpI/AAAAAAAAB3M/nd6NnNsnIwQ/s1600/img8903_ad.jpg)
Even in settings where
play is valued, pretend play seems to be valued less for its learning value than
other types of play are. Gopnik’s and Walker’s work contributes an important and
somewhat surprising connection. Not only are children engaged in learning
during pretend play, they are engaged in complex causal reasoning.
Children’s
Thinking in Play: Paley
Vivian
Paley is a teacher, a dedicated and sensitive observer of young children at
play, and a storyteller of play. She is interested in and alert to children’s
stories though play and shares some of these in Story and Play: The Original Learning Tools. Children, she
says, transcribe everything around them into play. A word overheard, a snail in
the garden, the marks on a stone, a rising tower of blocks are folded into
children’s play. Passed from child to child, they are replayed and replayed
through multiple stories to make sense of the new word, the snail’s family, or the
balance of a block.
Paley
herself is transcribing the world around her as she listens to and watches the
children’s many stories in play. She shares, for instance, the inclusive
gestures a group of young children make to bring a severely brain-damaged boy
into their story; how his husky whisper is picked up as part of the play
narrative; and how children recognize the desire of the boy to be part of their
story. No curriculum, lesson, or activity could ever teach children, especially
ones so young the empathy they showed. But children find their way through play.
Just as
children do, Paley replays and replays these episodes, listening closely to the
actual sounds of play in order to understand the meaning of the behavior. In unfolding
them, stretching and interpreting them, and in going deeper, she finds children’s
thinking in their play.
For those
of us seriously interested in play, Paley shows us the necessity of closely listening
to and following children’s play. In replaying children’s stories in play, we are
rewarded with a glimpse into what thinking is like in a child’s head. This work
places us side-by
side with children in their search for meaning. It deepens our understanding and
allows us to support children’s thinking through play where they find it and
want to go with it.
Time and
Continuity in the Value of Play: Hall
In The Story of a Sand Pile, G. Stanley
Hall documents what happens when the mother of 2 boys, 7 and 9, has a load of
sand delivered to the yard of their house near Concord (MA) in the late 1890’s.
Left to their imagination and ingenuity the 2 brothers along with a half-dozen
friends transformed the sand pile into an elaborate and extensive community
over the course of a summer. From the first simple lean-to structure made of a board,
to the appearance of animals (inspired by a rotten knot of wood), a system of roads,
and hay put up in pressed bales 1”x2” for market, the boys shaped the land, whittled
a population small figures, and introduced laws and government.
Virtually
every aspect of life as they knew it was captured and incorporated into to this
complete community: tools evolved, a tiny newspaper (with 7 subscribers) was
started, a quarry was founded, stanchions installed in the barn for cows, and
felt coins became the currency. The extensive details the boys incorporated were
suggested by events such a disastrous shower, found objects, questions the boys
raised, and observations of their surroundings.
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Great interest, ingenuity, imagination and skills transform a sand-pile |
In his
unadorned sketch of the boys transforming the load of sand, Hall provides a
rich example of the enormous possibilities and varied benefits of extended
play. The sand-pile kept these boys busy over the summer and engaged others in
the town for several more years. In attending to nearly every aspect of this
real and imagined sand-pile community, the boys followed existing and new
interests, sharpened their skills in using tools, solved problems, amended
decisions, and displayed a spirit of self help. “On the whole,” Hall writes,”
the ‘sand-pile’ has, in the opinion of the parents, been of about as much
yearly educational value to the boys as the eight months of school.” Even after
the sand-pile was removed, Hall notes, groups of boys continued with the
enterprise, more proud than envious of it.
Play is a
complex activity one we know integrates several dimensions, each with
potentially significant implications for children’s development. It is not
enough to simply champion play for children in schools, neighborhoods, backyards,
museums, parks, and day cares. Even with many voices chanting play’s benefits
to children, we are lacking some necessary pieces.
We need
to understand play’s value through multiple and fresh perspectives–research,
evolutionary biology, story, the past. Each offers valuable insights and methodologies
that challenge our thinking and raise new questions. They model ways we might
bring greater rigor to our work in play. At their best, they encourage a spirit
of experimentation in us to increase children’s access to play and expand its
benefits for children so more children can play in the sun.
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