Play by definition is a child-friendly activity – children play instinctively and drive a great deal of pleasure from it. Play is an intrinsic part of childhood and is bound up with the concept of what it means to be a “child”. However, for professionals (and parents) the key issue is not so much should children play, but rather how and what will they be learning?
“Process versus product” is an interesting pedagogical debate, and early years theorists have argued that curricular driven by outcomes and attainment, are overly narrow and less effective than those which value the journey and foster lifelong learners.
The Unique Child
Approaches that emphasise the learning process are also likely to value the uniqueness of children – the notion that individual children have the right to learn in a way that suits them (direction, pace, interests and so on). These play-based perspectives seek to build a curriculum around the child, as opposed to making the child fit the curriculum. Indeed, approaches such as Reggio Emilia, deem the child to be “the curriculum” in essence, rather than viewing the curriculum as a separate, externally imposed entity.
Play, when allowed to flourish through imaginative, thoughtful provision, can of course facilitate both the process and the product. Children who enjoy a rich and diverse range of opportunities (to explore, discover, talk, take risks, make choices, solve problems and use their imagination) are more likely to develop desirable skills, attitudes and knowledge, than children whose learning potential is restricted by highly prescriptive activities based on a narrow set of learning outcomes.
