LEARNING IN A DIGITAL WORLD

In an educational world full of regimentation, memorization, worksheets, closed ended projects and a variety of standardized testing, when did we lose focus in regards to the importance of play in a child’s development?  Over the years working with children I have come to the realization that defining play is not an easy task.  I see play as a behavior, a process, and as an approach to a task (Sheridan, 2011).  I also see play as the most productive and enjoyable activity in which children undertake.  Play is considered universal since it is apparent in every part of the world and has been for thousands of years (Berger, 2009).  Child-initiated play lays the foundations of learning.  Through play, children learn to interact with others, to recognize and solve problems, and to feel the sense of mastery that results.  Basically, play helps children make sense of and find their own place in the physical and social world (Alliance for Childhood, 2005).

When I first began to study the different theories of childhood (i.e. Dewey, Montessori, Erikson, Piaget, and Vygotsky) my curiosity was piqued and I continued to research further into the theories which interested me.  The theories by Piaget and Vygotsky concerning play were among my favorites to research.  In my field of early child care – specifically in the licensed home child cares – I see game-based learning becoming more of a focus.  Piaget believed that play was important as it is a positive avenue for learning (Mooney, 2000).  He believed that children make sense of the objects and activities that surround them when they engage in symbolic play.  He believed that children begin to understand how different objects work and what these objects are meant to do as they experiment (play) through trial and error (Mooney, 2000).  Their time spent experimenting (playing) uses repetition and this information then helps to increase their understanding of the world around them (Mooney, 2000).  Vygotsky believed children learn extensively while playing.  He also believed that language and developmental skills build on each other.  While children are engaged in play they use a constant stream of language, determine conditions while engaged in make-believe, discuss roles, objects, and directions (Mooney, 2000).  They also learn from each other about other situations and ideas which they are unfamiliar with or have not yet engaged in.  Vygotsky believed that this type of interaction contributed to the children’s building of knowledge and to their learning (Mooney, 2000).

References

Alliance for Childhood, C. D. (2005). Time for play, every day: It's Fun – and fundamental.        

          Alliance for Childhood.

Berger, K. S. (2009). In The developing person through childhood. New York: Worth.

Mooney, C. G. (2000). Theories of childhood: An introduction to Dewey, Montessori, Erikson,   

          Piaget and Vygotsky (pp. 62-63,83). St. Paul, MN: Redleaf Press.

Sheridan, M. D., Howard, J., & Alderson, D. (2011). Play in early childhood: from birth to six     

          years. London: Routledge.

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