Written by Jennifer Mehlberg
Providing play for preschoolers is essential. In the article “The Importance of Play in the Preschool Classroom,” I mentioned examples of the important learning that occurs as children play in the early childhood classroom.
We may be left with a few lingering questions. How do I best support children’s play? What do I do?
There are a few things to consider as we set up a learning environment to best promote play.
Time
How much time do I set aside for play?
Children need time to dive deeply into their play. This means that they need a chunk of time (research says 40-60 minutes) to fully experience the benefits (Bodrova & Leong, 2007). Children may begin creating with materials first before they use them. They may begin with a few different choices of play themes before becoming fully invested in their play. This all takes time. If you notice children not really digging into their play, think about extending that time. When children know they consistently have a fixed length of time and experience it day after day, they will use it to their advantage.
How do I get children started?
Children’s play is deeper and sustained longer when planning is involved. In planning, children state what area they want to play in, what they will do, and what materials they might use. The adult listens and may make clarifying statements or ask questions to help the child solidify his or her plan. The play plan is child-initiated and then supported by the adult.
Space
How should I set up my room?
Carefully plan the placement of the areas in your room. Are the block area and the house area in close proximity to each other so children can combine materials as they choose? Perhaps your science area is by a window. Your block area may be by a larger carpet to facilitate all the children that want to play there and keep the noise of tumbling blocks to a minimum.
Think about the traffic flow in your classroom. Can children easily navigate between areas? Perhaps you have more than one entry point into your areas. Shelving can work well as clear boundaries for this. If you have a congested area of your classroom, tweak it until it works for the children you currently have.
Think about the fixtures in your classroom. Is your art area on a hard surface and near a place where they can wash their hands?
Materials
What materials help to support play?
Actual materials like adult-sized mixers, plates, cups, measuring cups, etc., help to inspire play. Open-ended materials allow children to imagine a use and substitute that material for any number of objects (Bodrova & Leong, 2003). Examples of open-ended materials might be cotton balls, foam pieces, tubes, tokens, rocks, etc. These materials are in high demand because the possibilities are endless.
The storage of the materials is also important. Children work best in a space that is engaging yet not overstimulating. Take care to use containers that children can easily see into and access. Place similar materials next to each other in logical places. Label shelving and keep materials in consistent locations so children can easily find them and return when they are done.
Participate!
How do I encourage children in their play?
- Position yourself at the child’s level, playing alongside him/her.
- Use similar materials in similar ways.
- Participate as a partner in their play – follow their lead!
- Use comments, acknowledgments, and questions to further understanding and encourage new ideas (Adult-Child Interaction: Communicating to Support Learning, 2009).
Reflecting on the play in your classroom and incorporating some of these guidelines will deepen children’s engagement in play. If your experience is like mine, it will also deepen your enjoyment as you play alongside them!
Jennifer Mehlberg (’07) serves as a professor of education at Martin Luther College.
References
Adult-Child Interaction: Communicating to Support Learning [Motion picture on DVD]. (2009). Ypsilanti, MI: HighScope.
Bodrova, E., & Leong, D., (May, 2003). Chopsticks and counting chips: Do play and foundational skills need to compete for the teacher’s attention in an early childhood classroom? Young Children 58(3) 10-17.
Bodrova, E., & Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed). Columbus, OH: Merrill Prentice Hall.