So often the power of play is underestimated; play and learning are intertwined with children (and adults) actively exploring their environment, helping cognitive skills such as verbal reasoning and problem-solving to develop. As Albert Einstein once stated, “Play is the highest form of research.”
Whilst playing in the garden, a group of Reception boys curiously explored some ice that had formed overnight. The boys took it upon themselves to find appropriate tools to break the ice, throwing it on the ground, watching as it shattered into pieces “It looks like glitter” one boy described whilst others commented on the possibility of flooding once the ice had fully melted. Some boys licked the ice and held it in their hands, noticing as its form began to change. The experience clearly brought much joy to them as they wondered what would happen next and shared their predictions of what might happen overnight. Although this was not a planned adultled activity and was initiated by the boys in their play, so much learning had taken place.
The senses are an integral feature of play which help inspire, motivate, and maintain levels of interest. Overall, play is a sensory experience, encouraging learning through creativity and tactile responses, helping to build nerve connections in the brain, whilst also improving focus and attention. Play enables children to be active and independent in the pursuit of answers, moving in a variety of ways. Hands-on and active learning are other terms used to describe the function of play. Not only does play provide opportunities for intellect to grow but also builds muscle memory, strengthening both fine and gross motor skills along the way.
Play creates a safe platform for all children to interact, developing social skills and in turn, supports language and communication. Although play is an important feature in a school curriculum and in life itself, it is not always something that can be taken for granted. Play is learnt behaviour and requires careful scaffolding, with support slowly but surely being taken away until the child is independent and able to successfully collaborate, share space and resources and acknowledge the feelings and emotions of those involved. The Key Person Approach is fundamental in supporting this, especially with our youngest boys in Pre-Reception.
Risk-taking in play offers time to trial things out, make mistakes and self-correct, modifying and improving plans. It helps to develop an understanding of cause-and-effect and teaches children how to carefully assess risk. It builds resilience and self-confidence helping children to achieve in reaching their goals. Although there are many opportunities to engage in ‘risky’ play, including tree climbing in the playground, it is always done in a safe environment with careful monitoring and supervision.
Play is fully inclusive and can be therapeutic in assisting children to understand the world around them. Children in the Early Years love to participate in role-play, where they are often seen reenacting personal encounters, rehearsing for the future. The older boys in Year 1 are usually more self-aware so can be seen actively using their knowledge of the world and friendship dynamics to construct play opportunities, usually for a shared purpose or with an aim in mind.
That being said, they make full use of the Forest School area in the playground, enjoying the freedom it presents. Recently, Year 1 played purposefully and with great imagination, creating recipes in the mud kitchen and serving ‘carpaccio’ to their teachers. Playing in this way enables opportunities for children to interact with friends across the year group, developing descriptive vocabulary, and share personal cultural knowledge and interests.
The ‘Hundred Languages’ is a pedagogical strategy used by Reggio Emilia which describes the construction of concepts and the consolidation of understanding, a way of structuring knowledge and organising learning. Ultimately it gives recognition to the value of play with the child engineering all learning outcomes. This is an approach that we encourage in our enquiry-based sessions in Pre-Prep, throughout the Early Years and in Year 1.
Reception has delighted in Space as a theme of interest, kindling many ideas and thought processes. The boys have led the way with their vast imaginations, pretending that the classroom had no gravity and using resources from the art room to create hoses for their Space Station. Play in this form has presented many investigations, with staff supporting through ‘teachable moments’ querying “I wonder why...” as a starting point to enquiry.
Play is unlimited and valuable at any age, even beyond the school years. In recent times, there have been an increasing number of businesses recognising the importance of teamwork and innovation, which are undoubtedly natural byproducts of play, helping to promote staff wellbeing and overall productivity in the workplace. Building a culture of mindfulness and striking a healthy balance between work and play is vital in reducing stress levels and managing oneself. As a leading independent school, it is of great importance that we set the tone early on, giving value to play and enquiry, helping our boys become well-rounded individuals willing and able to ‘have a go.’
Mrs Victoria McKenzie
Head of Pre-Prep