Children ’s Hea lth Consider a young child in the bath, whose intuitions tell her that heavy objects sink and light objects float, the result of failure to differentiate between weight and density. This casual theory is challenged when a marble sinks to the bottom, while the heavier toy truck stays afloat. This leads to the child forming a range of hypotheses and investigations as to why the bigger, heavier objects floats, and rethink her original theory of floatation. Play provides the opportunity for children to master the sorts of activities undertaken in adulthood. In this context, play is a sort of ‘practice’ for the future, whereby they simulate adult activities, such as cooking, communicating, settling disputes and trading. There is something magical about playing part in children’s make-believe – assuming the role of a fairy or wizard whose powers bring toys to life. But despite classical research linking play with children’s inability to distinguish fantasy from reality, children by the age of three are quite proficient at making that distinction, a skill fostered by play. Additionally, play creates an environment for expanding generic knowledge, even when represented through symbols. As psychology PhD Sandeep Prasada explains, generic knowledge is the knowledge about kinds of things; for example, that sharks eat fish. Using a rock as the shark and leaves as fish, an adult can demonstrate this generic knowledge to the child, from which she makes inferences about a real shark’s behaviour. According to Joy Cottrell from Joy’s Place for Children, physical activity, whether make-believe or structured, should be encouraged everyday, especially to prevent childhood lethargy that can derive from excessive computer game use. “We want to see more children throwing themselves in the mud and flocking to the streets to play cricket. We want to encourage children to experience life and learn outdoors instead of sitting on the couch with a video game. Getting messy, playing around, falling over – it’s all part of the learning process.” Fostering play-based learning Parents, educators and childcare providers create opportunities for play-based learning every day within the home and childcare establishments, which are dynamic physical and social spaces. Adults can work together in assessing the child’s learning and interests, and provide a range of games and activities to help her develop a broad skill set. The play-based learning environments (social and physical) should: • Contain a mindful layout of furniture, space and resources to encourage exploration, adventure, fun and safety • Be secure, warm and loving • Provide encouragement and assistance in exploration and risk taking • Facilitate connections with other children • Provide sufficient amounts of time for play to allow children to develop themes and theories and converse • Be colourful, brightly lit and inspire creativity and expression. Learn more To read more about the importance of play-based learning, visit www.earlychildhoodaustralia.org.au, speak with your childcare provider or pull on the fairy wings and watch how the magic happens. 44 Pindara Magazine 2015
Pindara Private Hospital Magazine - Issue Five
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