“Play is a fundamental component of all cultures and time periods” (Cornett & Smithrim, 2001, p.4). Looking at play from 4 categories, which are Art, Drama, Dance, and Music, almost all forms of play are comprised of or embody these 4 categories in one form or another. Art is symbolic of visual representation of learning; be it showing an expression, thought, emotion, or idea. Drama is symbolic of expression through use of the body, props, and or voice. Dance is symbolic of the use of movement to demonstrate an emotion, thought, or idea; while music is an expression or understanding made through the use of instrumentals and or voice.
"Every child begins life immersed in the most basic element of music - Rhythm" (Cornett & Smithrim, 2001. p. 299). Writing, listening to, or creating music allows for an artistic mode of expression among learners, across all cultures.
According to Cornett & Smithrim (2001), the history of the human species is rooted and told across all cultures through its stories, art, drama, and music. In trying to use the lens of pop culture to navigate these components of play, we can deduce that play is a fundamental part of our culture; a part of each and every one of us. Play teaches us to think, to feel, to imagine, and most importantly, to understand that we cannot always express ourselves in words. So often, there is such an emphasis on academic success gained through “traditional” modes of learning; while the learning and achievements obtained through play are ignored or not easily understood. The question is sometimes asked, while ‘playing’, is the child learning anything or just using something (props or toys) to fill/pass the time? What are the benefits of play as pedagogy or of play-based learning?
Some of the benefits of play as learning or play-based learning include but are not limited to:
Brain Development- “it is believed that play shapes the structural design of the brain. We know that secure attachments and stimulation are significant aspects of brain development; play provides active exploration that assists in building and strengthening brain pathways. Play creates a brain that has increased ‘flexibility and improved potential for learning later in life’” (Lester & Russell, 2008, p. 9).
Linking this to some learning theories (Cornett &Smithrim, 2001):
1) Vygotsky’s Social Development: Zone of Proximal Development – Social interactions through play act as a catalyst for intellectual growth; which enables students to approach problem-solving creatively. Vygotsky emphasized that teachers or educators must act as a guide for students however, to guide them from where they are and what they know, to the next stage or next level of understanding that is desired.
2) Piaget’s stages of Cognitive Development – Piaget believed that children learn through touch, sight, hearing, taste, smell, movement, and interaction with others. As they gather information using these senses, they store them as schema; to later utilize and build a deeper understanding regarding life as they know it.
3) Gardner’s multiple intelligences: There are seven multiple intelligences which each and every learner utilizes. No one person has one fixed intelligence, but each individual embodies all 7 intelligences used to varying degrees. The multiple intelligences include Verbal (Word lovers), Visual (Images), Musical (Music lovers), Interpersonal (extroverted), Intrapersonal (Introverted), Logical (Reason/rational), and Kinesthetic (movement). Unfortunately, schools tend to teach only to Verbal and logical intelligences (Math and language).
Erikson’s Life Stages: Erikson believed that children learn through crisis. If autonomy and independence are developed, students have a strong sense of will, and are more inclined to face other challenges as they come (problem based learning).
All these learning theory alludes to the benefit of play based learning wherein the learner is engaged in their education.
Play based learning is an informal approach which promotes play and story session as the primary media for learning, offers children choices and alternative activities to encourage children’s independence in learning, and advocates a balance between child-initiated activities and teacher/practitioner guidance.
Play based learning offers a broad and relevant learning experience in an integrated manner, allows for exploratory learning in an active manner, enables social and emotional development, and also empowers the student to be an autonomous independent learner. Also, students are able to learn about culture, explore their creativity, build their language skills or vocabulary, as well as fosters adaptability, understanding, and collaboration.
Play based learning allows us to think, feel, explore, and imagine. Across all grades, across all subjects, play can be used as a mode of expression for understanding, questioning, or reflection. Students are able to show their ideas using a different medium, and also see a visual representation of the ideas of others as well.
References:
Cornnett, C. E., & Smithrim, K. L. (2001). The Arts as Meaning Makers: Integrating Literature and the Arts Throughout the Curriculum. Canadian Edition. Toronto, ON: Pearson Education Canada, Inc.
Sarma, S. (June 6, 2015) Collage: An Art-inspired Methodology for Studying Laughter in World Politics. Retrieved August 6 2015, from http://www.e-ir.info/2015/06/06/collage-an-art-inspired-methodology-for-studying-laughter-in-world-politics/
Sarma, S. “Collage: An Art-Inspired Methodology for studying Laughter in World Politics.” Caso and Hamilton, Eds. Pp 110-119.
Squire, K. (2008). Critical Education in an Interactive Age. Mirror Images. 338, pp. 105-123. Retrieved August 6, 2015 from http://www.jstor.org.uproxy.library.dc-uoit.ca/stable/42979224
Walsh, G., Sproule, L., McGuinness, C., Trew, K., & Ingram, G. (2010). Developmentally appropriate practice and play-based pedagogy in early years’ education. A literature review of research and practice. School of Psychology. Retrieved August 6, 2015 from http://www.nicurriculum.org.uk/docs/foundation_stage/eye_curric_project/evaluation/Literature_Review.pdf
"Every child begins life immersed in the most basic element of music - Rhythm" (Cornett & Smithrim, 2001. p. 299). Writing, listening to, or creating music allows for an artistic mode of expression among learners, across all cultures.
According to Cornett & Smithrim (2001), the history of the human species is rooted and told across all cultures through its stories, art, drama, and music. In trying to use the lens of pop culture to navigate these components of play, we can deduce that play is a fundamental part of our culture; a part of each and every one of us. Play teaches us to think, to feel, to imagine, and most importantly, to understand that we cannot always express ourselves in words. So often, there is such an emphasis on academic success gained through “traditional” modes of learning; while the learning and achievements obtained through play are ignored or not easily understood. The question is sometimes asked, while ‘playing’, is the child learning anything or just using something (props or toys) to fill/pass the time? What are the benefits of play as pedagogy or of play-based learning?
Some of the benefits of play as learning or play-based learning include but are not limited to:
Brain Development- “it is believed that play shapes the structural design of the brain. We know that secure attachments and stimulation are significant aspects of brain development; play provides active exploration that assists in building and strengthening brain pathways. Play creates a brain that has increased ‘flexibility and improved potential for learning later in life’” (Lester & Russell, 2008, p. 9).
Linking this to some learning theories (Cornett &Smithrim, 2001):
1) Vygotsky’s Social Development: Zone of Proximal Development – Social interactions through play act as a catalyst for intellectual growth; which enables students to approach problem-solving creatively. Vygotsky emphasized that teachers or educators must act as a guide for students however, to guide them from where they are and what they know, to the next stage or next level of understanding that is desired.
2) Piaget’s stages of Cognitive Development – Piaget believed that children learn through touch, sight, hearing, taste, smell, movement, and interaction with others. As they gather information using these senses, they store them as schema; to later utilize and build a deeper understanding regarding life as they know it.
3) Gardner’s multiple intelligences: There are seven multiple intelligences which each and every learner utilizes. No one person has one fixed intelligence, but each individual embodies all 7 intelligences used to varying degrees. The multiple intelligences include Verbal (Word lovers), Visual (Images), Musical (Music lovers), Interpersonal (extroverted), Intrapersonal (Introverted), Logical (Reason/rational), and Kinesthetic (movement). Unfortunately, schools tend to teach only to Verbal and logical intelligences (Math and language).
Erikson’s Life Stages: Erikson believed that children learn through crisis. If autonomy and independence are developed, students have a strong sense of will, and are more inclined to face other challenges as they come (problem based learning).
All these learning theory alludes to the benefit of play based learning wherein the learner is engaged in their education.
Play based learning is an informal approach which promotes play and story session as the primary media for learning, offers children choices and alternative activities to encourage children’s independence in learning, and advocates a balance between child-initiated activities and teacher/practitioner guidance.
Play based learning offers a broad and relevant learning experience in an integrated manner, allows for exploratory learning in an active manner, enables social and emotional development, and also empowers the student to be an autonomous independent learner. Also, students are able to learn about culture, explore their creativity, build their language skills or vocabulary, as well as fosters adaptability, understanding, and collaboration.
Play based learning allows us to think, feel, explore, and imagine. Across all grades, across all subjects, play can be used as a mode of expression for understanding, questioning, or reflection. Students are able to show their ideas using a different medium, and also see a visual representation of the ideas of others as well.
References:
Cornnett, C. E., & Smithrim, K. L. (2001). The Arts as Meaning Makers: Integrating Literature and the Arts Throughout the Curriculum. Canadian Edition. Toronto, ON: Pearson Education Canada, Inc.
Sarma, S. (June 6, 2015) Collage: An Art-inspired Methodology for Studying Laughter in World Politics. Retrieved August 6 2015, from http://www.e-ir.info/2015/06/06/collage-an-art-inspired-methodology-for-studying-laughter-in-world-politics/
Sarma, S. “Collage: An Art-Inspired Methodology for studying Laughter in World Politics.” Caso and Hamilton, Eds. Pp 110-119.
Squire, K. (2008). Critical Education in an Interactive Age. Mirror Images. 338, pp. 105-123. Retrieved August 6, 2015 from http://www.jstor.org.uproxy.library.dc-uoit.ca/stable/42979224
Walsh, G., Sproule, L., McGuinness, C., Trew, K., & Ingram, G. (2010). Developmentally appropriate practice and play-based pedagogy in early years’ education. A literature review of research and practice. School of Psychology. Retrieved August 6, 2015 from http://www.nicurriculum.org.uk/docs/foundation_stage/eye_curric_project/evaluation/Literature_Review.pdf