Prasun Kanjilal
If we want to define play, it must be admitted that it is basically indefinable due to its vastness and variation. To explore the free flow of play, the various hindrances to staging a play, and its purpose and value, we should examine one small group of students working on the definition of play as a developmental tool. It certainly helps them develop holistically and touches on other aspects of our searching definition, i.e., a developmental journey. Play is accessible to all. Herein lies the aspect of fun and enjoyment in play.
Simultaneously, this writing looks into structured and unstructured play, including the views of theorists, close observations, and an examination of the play content. Before expanding on the group's definition of play, I would like to express my own opinion about play, stressing again that play is basically indefinable due to its flexibility and vastness.
Like a fluid, play can take many forms and have different meanings. A play reveals itself in various ways, but it can never be confined to the content of a box or given a fixed shape or label as 'play.' Play may drastically change its appearance, purpose, movement, and performance when taken out of one context and performed in another. All of this defines play in its many facets, each having equal value because it satisfies the various needs of the child during its performance. Like water taking different shapes under different conditions, play is changeable according to its environment, circumstances, and performers. Thus, it takes different forms with different expressions and meanings to the players involved. Its intrinsic meaning to children also varies according to their needs and growing personalities.
Bruce (2004);verifies that play is like fluid and free-flowing; she stated, "The whole point about play is that it cannot be pinned down. It flows. It is on the move." Obstacles such as time, adults, relationships, routines, outcomes, interferences, circumstances, environment, or disability may prevent play from flowing in the natural direction a child wishes to take. However, play is incessant and can be resumed from where it was interrupted or stopped, as it has its own fluidity. In that case, it may take an entirely different direction, provided there are no obstacles. Props may be used during free-flow play, which then takes on a symbolic characteristic. Children may engage in role play or rough and tumble, all combined into one, thereby making play difficult to define.
Children do not require adults to perform free-flow or fluid play, except to protect them from harming themselves or others. While this protective role may limit children's actions, as long as adults are not overly protective or restrictive and children understand the importance of safety rules (which they tend to like anyway), the hindrance is only temporary. Thus, the purpose of play, which is intrinsic to the child, becomes part of their developmental journey.
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Bruce (2004) described play as a with no productive end. Play helps children develop in a holistic way, enhancing their social interactions, language skills, cooperation, understanding of how the world works, and personal, social, and emotional development. Play is a tool that brings knowledge and experiences together.
Vygotsky, viewed play as a vehicle (or tool) for social interaction. Bruner believed role-play was a vehicle for learning about society's rules and conventions. Piaget believed play unifies children's experiences, knowledge, and understanding. Frobel, Steiner, and Isaacs were the biggest advocates of holistic development. Frobel believed learning and development are holistic, involving the child, other adults, and the environment, and that childhood is a stage in its own right. Steiner built upon Frobel's principles and developed a program for child development.
Hence, play plays an indispensable role in children's developmental journeys, making itself a tool by which children learn to explore themselves, other people, their community, and the world around them. Play allows children to compare and contrast their past and present, enabling them to enter the world of fantasy while gaining knowledge and adapting to different circumstances.
Bruner, believed that play is process-led rather than task-oriented but also believed it prepares children for adulthood. Fisher (1996) stated, "We are all on a lifelong journey, and the journey for me may be different from your journey. We may start at the same place, but go in different directions, and we may meet again but be different people because life (and play, as part of that process) shapes the people and character we become." The journey of developing and learning is a long, slow, and ongoing process throughout life—a developmental journey that starts at birth and ends at death—and play, in its many fluid forms, becomes part of that process.
If play is structured, directed, or initiated by adults, it takes on a different role. If play has a goal, target, or outcome for a child to achieve, children often do not view this type of play as play, but as work. They tend to view teacher-directed activities as work and self-initiated activities as play. However, it is not easy to distinguish between play and work. Regardless of who initiates it—teacher or child—children learn in and through play.
Frobel ,Spencerr , Isaacs , and Piaget believed play should not be directed. Miss Boyce believed in a mixed approach, including free-flow play and a more structured timetable for teacher-directed sessions. Montessori demonstrated skills to children but did not believe in free play. Bruner saw play as a process but believed adults need to scaffold children's experiences to help them progress to the next stage. McMillan also believed in a structured environment that was planned to support children's needs and integrate subjects such as mathematics, science, and literacy.
Children gain many virtuous qualities—cooperation, negotiation, tolerance, understanding others' views, and social and language skills—whether play is teacher-directed or child-directed. Their cognitive skills are enhanced through frequent play. Children can therefore learn through both structured and unstructured play. Structured play helps children develop more in the cognitive realm, whereas unstructured play supports development in creative, language, physical, and social/personal areas.
Adults can improve the quality of children's play by providing a rich variety of resources and well-planned structured play, both indoors and outdoors. However, adults should intervene as little as possible in free play, which tends to yield better outcomes for children.
Play cannot be neatly categorized as "play" or "not play" because it is fluid and takes many forms. It may be better defined as "more pure play" or "less pure play" (Wood & Attfield, 2005). Wood and Attfield further define pure play as unstructured, active, fun, a process, pretend, child-invented, and child-chosen.
Linden (2000) , stated, "Play stems from children's own perception of the world and how it works... Play is a very personal, creative activity... Within children's understanding, their play is meaningful in its connection to non-play reality."
Fisher (1996) , stated "Play has its own intrinsic rewards; it is done spontaneously and voluntarily, and it is thoroughly enjoyable." If play is self-chosen, self-motivated, and self-directed, then it is inherently enjoyable.
Conclusion : --
In this writing, I have shared views on play as being fluid and explored other definitions and its value in children's development. Play is a crucial tool for understanding how children think and feel. It is essential for children's social, emotional, cognitive, and physical development. Play is enjoyable and motivating—a tool that develops children holistically and fulfills many roles in their developmental journey.
1 Comments
really appreciate your choice of topic and deeply respect your thoughts.
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