Creative Play

(PlayProject.org, 2014)

Creative play is key to the development of a child’s imagination and focuses on individual personalities; how they express their thoughts and feelings (WAG, 2008).  It does this by encouraging the child to look differently at the world, this could be in the form of dance, art, music or role play; all of which boost self-esteem and increase confidence.  This blog post looks at the forms of creative play and how it can enhance pupil learning in the early years ( (Wilson, 2009).

One theorist to discuss the importance of learning through experience and play was Jean Piaget.  While in their sensory motor stage children will seek to learn, as they are not in a structured learning environment this learning, in the most part, will come from their play.  Once they reach their pre-operational stage children are starting nursery or school and in these settings it is important to maintain the role play and experiential learning as when their learning comes from a memorable experience, it is more likely that this information will be retained (Gruber & Voneche, 1977).  Gardner (1991) also expressed his strong belief in how imaginative play increases the understanding of children as; even if a child’s imagination was a distorted form of reality, it would in some way to relate to truth.  For example if a child can imagine the solar system, even though it may not be astronomically accurate, they would be able to readily assimilate objects like the sun, moon and planets. 

There are different types of play that can enhance a child’s learning:

Motor/Physical – Types of play that promote the development of muscles and motor skills.  Running, Climbing, Catching, etc..

Social – Types of play that involves two or more people.  Board games, team sports etc…

Constructive – This involves the manipulation of a child’s environment for example den building.

Fantasy – Imaginative play in which the child assumes the role or responsibility of another.

Games with Rules – This style of play enables the child to develop an understanding of social constraints.  These games could involve anything from a team sport to a solitary game of cards (WAG, 2008).



 

Whilst on placement I have gained exposure to the children using fantasy play within the role play area as a method of learning, which in Clydach Infants School was a Café.  It encouraged them to practice a variety of skills covering a multitude of areas of the Foundation Phase Curriculum.  Language, Literacy and Communication Skills are developed as the children are taking on roles that they would not normally assume, they are therefore thinking about the type of language they would hear from a waitress or a customer and they are using words and phrases that may exceed their years when communicating with their peers.  They are also encouraged to take on the full role within the role play area, so they would be expected to read the menu, write down order, the children would also charge or pay for the meals they ‘ate’ using money, this would link into Mathematical Development.  Finally, Creative Development is accessed as soon as they enter the Café; their imagination takes over and they assume their role.  Although fantasy play is only one aspect of creative play from what I have experienced and observed I am a strong believer in the benefits of creative play within the curriculum and the benefits on the child’s learning.