Importance of Play in the Early Childhood Classroom

I am writing to you in reference to complains received concerning children playing in the classrooms. It has come to my attention that most parents do not understand that play is part of the school curriculum and all the children have been allocated time to engage in this noble activity. As a result, I want to explain to you the reasons why playing has been incorporated in the class set up and the best way to do it is by sharing the benefits that come along with this physical activity. Playing is a very crucial activity in the growth and development of a child because it helps in the physical, emotional, cognitive and social well being. When children play both in school and at home a healthy system is developed, for instance, the play has been proved to assist in reducing cases of overweight and obesity (Beschorner & Hutchison, 2013). In the current curriculum play is part of the class schedule as children are allocated time to engage in games within their lessons. Play is very critical in a child's life that the human rights authorities have recognized it in the United States of America as one of children's rights (Beschorner & Hutchison, 2013). The right has however been challenged by several factors which include limited resources due to poverty, neighborhood violence and exploitation practices among others. It is important to note that regardless of the health care expert's advice on incorporating play into the daily schedule of children several factors have reduced play time, for instance, alternative ways of spending leisure time, hurried lifestyle, and increased attention on academics among others (Harms et al, 2014).

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Play helps children to easily understand instructions from different subjects in a category such as science, mathematics, and art among others (Harms et al, 2014). Play environment, and elements such as numbers, pictures and colors help in elevating these basic instructions in the classroom. Also through play oral language, gross and fine motor skills are improved. For instance, children with language delay and emotional disorders can develop when classroom play is incorporated (Beschorner & Hutchison, 2013). To achieve maximum results of classroom play, we have merged specific types of the game with the age of the child. It is important to note that free match without supervision is useful as the children will discover themselves without the influence of an adult (Harms et al, 2014).

Play is an integral part of a developmentally appropriate curriculum because it helps a child to build their physical, emotional, cognitive and social strength. Games allow children to have a healthy brain, and in this way, they can do well in class as well as interacting with the world around them (Harms et al, 2014). Similarly, play allows children to explore the real world through participating in adult roles with their caregivers or fellow children. It helps them conquer fears in the world they live in. Additionally, play that is not directed also allows children to know how to work in groups through relating with others (Harms et al, 2014). Besides, in the play groups, they can develop negotiation skills where they can bargain for what they want and what they do not like. Sharing skills are also acquired during play, and the children develop this as a virtue as they grow up (Wohlwend, 2015). Conflict resolution skills among children who engage in games have been noted as they can quarrel and find a solution to their issues of contention and this instills in them the ability to solve conflicts at any level (Spodek & Saracho, 2014). Besides, when the play is made to be child-centered children are likely to develop decision-making skills, and they can identify with what they want to be or have. For instance, they can know their interests and begin pursuing them, create their own space of doing things and also move at their own pace (Spodek & Saracho, 2014).

Furthermore, play is very beneficial to the children as it helps them to better develop their gross and fine motor skills especially for those children who are at the preschool level and still have challenges in their body movements and grasping of objects. Teachers are actively involved in this classroom play and help the children on their areas of weakness (Spodek & Saracho, 2014). For instance those with gross and fine motor skills are shown games that help them make movements to strengthen their hand and leg muscles, this way their motor skills are greatly improved.

Moreover, children who actively engage in playing develop better critical thinking skills. It is because before they make a move when playing they have to think in order to find the correct way to respond this helps them a lot in acquiring the critical thinking skills. Physically children are also able to create connections between their brain and nerve cells which play a crucial role in body growth (Spodek & Saracho, 2014). Similarly, play also helps children strengthen their body muscles especially when they swing, jump and even run. Additionally, games allows children to have a proper metabolism and therefore encounter minimal digestion problems (Wohlwend, 2015). To add on to that, children use play to express their emotions for instance when they are hurt they become dull during the game, and when they are in their normal mood, one can easily tell (Van Hoorn, 2014)

Similarly, when children play, they use their toys or tools of the game to express themselves. It is important to note that play is the only way that allows children to grow in different dimensions and it is because of this reasons that we have classroom play (Van Hoorn, 2014). Besides, the current system of education wants to raise children who are all round where they can handle challenges when they grow up and play equips them with this knowledge. I understand most of the parents thought it is a waste of time but I hope this letter enlightens and gives you a deeper understanding of the need for classroom play (Van Hoorn, 2014).

An excellent example of a play that children can actively engage as they learn in the classroom is the Pink Toe. In this type of game, the teacher calls out a color and a body part, and the student is supposed to find the color in the room and touch it with the mentioned body part. It can be spiced up by setting time and the students who see the color and feel it within the shortest time possible become the winner. Pink Toe not only helps the students move from one point to another but also help them to be conversant with different colors. It helps a child to develop gross motor skills through the dynamic movement involved in an attempt to find the shade (Van Hoorn, 2014). It also allows students to quickly think and find the solution by looking around the room to see where the color is. They develop cognitive skills because they have to think before settling on the answer. It is a natural way that makes the students stay active and alert in the classroom. It also helps them to master the different colors that have been taught in the class and at the same time have fun in learning (Van Hoorn, 2014). Additionally, their ability to memorize and remember is also tested and enhanced. It is important to note therefore that play in childhood classrooms is beneficial and healthy.

Conclusion

In conclusion it is important note that play has been incorporated into the school curriculum to help children develop their cognitive, physical, emotional and social skills. It has proved to be very effective in keeping the children alert in class and have maximum concentration. The benefits that children get from play are worth the time allocated to them. Similarly, we urge all parents to always ensure that their children get enough play at home during school holidays. If this is done they will be healthy and avoid cases such as being overweight and obese. Please be informed that incorporating ply into the class curriculum if to help children achieve other benefits besides those they can get from their books. In summary they will have better brain functioning, great conflict resolution skills, improvement on their gross and fine motor skills, better interaction with others and develop good decision making skills among others. Please be informed that for the reasons mentioned above play was incorporated into classroom schedule. We thank you all for your continued support

Yours faithfully

Mr. Brown

Head Teacher.

References

Beschorner, B., & Hutchison, A. C. (2013). iPads as a literacy teaching tool in early childhood. International Journal of Education in Mathematics, Science and Technology, 1(1), 16.

Harms, T., Clifford, R. M., & Cryer, D. (2014). Early childhood environment rating scale. Teachers College Press.

Spodek, B., & Saracho, O. N. (2014). Handbook of research on the education of young children. Routledge.

Van Hoorn, J. L., Monighan-Nourot, P., Scales, B., & Alward, K. R. (2014). Play at the centre of the curriculum. Pearson.

Wohlwend, K. E. (2015). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.