Play-based Learning and the Indoor Learning Environment

How Does Play-Based Learning Develop 21st Century Skills?

Play-based learning develops the 7Cs (communication, critical thinking, collaboration, creativity, citizenship, characterand change) - skills that connect directly to service as action learning) and 3Rs that form executive function skills. Children acquire these fundamental building blocks through exploration, risk-taking, and expeditionary learning approaches that emphasise meaning-making during play experiences. These skills acquired in preschool years directly translate into complex 21st-century competencies needed for future academic and professional success while meeting safeguarding requirements.

"It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.", Leo F. Buscaglia (Your Therapy Source, n.d.).

When analysing the above quote, it is clearly evident that linking learning through play is imperative and a significant relationship exists between the two, as it allows for experiential and investigative learning and offers a multitude of other benefits for children.

‍Play allows children to explore, identify, negotiate, take risks, and create meaning (Lester & Russell, 2008:9 in Griswold 2018:11). It satisfies a basic human need to express imagination, curiosity, and creativity, which are key resources in a knowledge-driven world.

Without a doubt, the critical skills that children acquire through play in the preschool years form part of the fundamental building blocks of future complex '21st-century skills' (The Lego Foundation in support of UNICEF, 2018:8). Not only does learning through play create a vessel for discovery and peaking learners' curiosity, but learners also engage in acquiring 21^st Century skills such as the 7C's (communication, critical thinking, collaboration, creativity, citizenship, character and change theories), 3R's (reading, writing and arithmetic) and 2M's ( motivation and metacognition).

Educators can interlace these executive function skills into learning experiences by providing ample opportunities for learning through play within the indoor learning environment which leads to an improvement in academic skills.

Scientific research over the past 30 years has revealed that the most crucial period of human development is from birth to eight years old. During these years, the development of cognitive skills, emotional well-being, social competence, and sound physical and mental health builds a solid foundation for success that leads well into the adult years.

The preschool (or kindergarten) education years fall in the middle of the early childhood period and lay the base for success in school and beyond. Learning through play is significant throughout the whole early childhood period and beyond (The Lego Foundation UNICEF, 2018:6). Griswold (2018:5), postulates that play allows kindergarten learners to become thinking skill developers, and further asserts that it supports early learners in developing their social and emotional skills.

Consequently, they require an early childhood environment that is rich in providing them with social and emotional learning skills which promotes life skills that are indispensable to being a successful lifelong learner (Griswold, 2018:6). Irvin (2017:2), concurs with Griswold that play is an essential aspect of the development of key skills such as social skills and further elaborates that play has an impact on behavioural, language, and cognitive skills. Irvin (2017:2), is in further harmony with Griswold that these skills when developed will become essential skills used not only throughout childhood, but also into adulthood as well (Irvin, 2017:2).

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Why Is Play Important in Early Childhood Education?

Play satisfies basic human needs to express imagination, curiosity, and creativity, which are essential resources in our knowledge-driven world. The birth-to-eight window represents the most crucial period of human development, where play-based approaches significantly impact lifelong learning potential. Play allows children to explore, identify, negotiate, take risks, and create meaning through experiential and investigative learning opportunities.

Griswold (2018:8), alludes to a minimum of three ways within which play is crucial for young children:

1. Ability development
2. Social development (Griswold, 2018:8),
3. Imagination, creativity, and power.

Play is the channel in which the above three ways are often developed and established (Griswold, 2018:9). Through play, children create, discover, experiment, learn, communicate, socialise acclimatise, and problem solve ( Vygotsky, 1978 in Sjoerdsma, 2016:1). Ali, Constantino, Hussain & Akhtar (2018: 6808), articulate that play-based learning allows children to participate in purposeful activities that will allow for the simulation of such experiences they are likely to encounter. Thus, the words of Abraham Maslow are fitting inthat he said, "Almost all creativity involves purposeful play."

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The Indoor Learning Environment as the Third Teacher

In the Reggio Emilia approach, the environment is considered the third teacher (after parents and educators). The indoor learning environment should be designed to encourage exploration, discovery, and collaboration. Creating a stimulating and engaging indoor learning environment is key to supporting play-based learning.

Here are some practical considerations for creating effective indoor learning environments:

1. Flexible Spaces: Create adaptable spaces that can be easily reconfigured to support different types of play. Consider using modular furniture and storage solutions that can be moved and rearranged as needed.
2. Open-Ended Materials: Provide a variety of open-ended materials such as blocks, loose parts, art supplies, and natural materials. These materials can be used in countless ways, encouraging children to use their imagination and creativity.
3. Designated Areas: Designate specific areas for different types of play, such as a dramatic play area, a construction area, a reading corner, and an art studio. Clearly define these areas using rugs, furniture, or other visual cues.
4. Natural Light and Ventilation: Maximise natural light and ventilation to create a healthy and inviting environment. Use plants and other natural elements to bring the outdoors in.
5. Child-Friendly Aesthetics: Decorate the space with child-friendly artwork, colours, and patterns. Create a visually appealing environment that stimulates children's senses and encourages them to explore.

By carefully considering these factors, educators can create indoor learning environments that support play-based learning and promote children's development across all areas.

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Maximising Developmental Opportunities Through Play

Play-based learning can be enhanced by providing opportunities for social interaction, problem-solving, and creative expression. This can be achieved through activities such as group games, collaborative art projects, and dramatic play scenarios. Educators can also support children's learning by providing scaffolding and guidance as needed, while allowing them the freedom to explore and experiment indepe ndently. When planning activities, remember that balancing structured learning with self-directed play is essential to improve developmental outcomes.

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Conclusion

Play-based learning is not just about fun and games; it is a powerful approach to education that creates essential skills and prepares children for future success. By creating stimulating indoor learning environments and providing ample opportunities for play, educators can enable children's full potential and support their development across all areas. Embracing play-based learning means recognising the vital connection between learning and play, and harnessing the power of play to create meaningful and engaging learning experiences.

Ultimately, the integration of play into the early childhood curriculum should be viewed as an investment in the future. By prioritising play-based learning, we equip young learners with the tools and skills they need to thrive in an ever-changing world. Let us champion play as a cornerstone of early education, developing a generation of creative, collaborative, and critical thinkers.

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Further Reading

1. Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, J., & Kaufman, J. (2015). *Putting education in “educational” apps: Lessons from the science of learning.* Psychological Science in the Public Interest, 16(1), 3-34.
2. Lester, S., & Russell, W. (2008). *Play for a change: Play, policy and practice: A review.* London: National Children's Bureau.
3. Singer, E., Golinkoff, R. M., & Hirsh-Pasek, K. (2006). *Play = Learning: How play motivates and enhances children’s cognitive and social-emotional growth.* New York: Oxford University Press.
4. Whitebread, D., Neale, D., Littleton, K., Fern, E., & Pino Pasternak, D. (2015). *The role of play in children’s development: A review of the evidence.* Early Education and Development, 26(1), 107-122.
5. Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, A. M., Huber, L., Bastien, M., .. & Golinkoff, R. M. (2018). *Accessing the inaccessible: Redefining play as a spectrum.* Frontiers in Psychology, 9, 1124.