The early childhood tradition of valuing play as a means of expression and learning, is now recognised in the Early Years Foundation Stage (EYFS) Curriculum (DfES, 2007). This means that all sorts of early years settings, ranging from childminders to children’s centres and schools, adopt a child-centred approach to planning and provision.
Measuring Pupils’ Progress
Whilst most would agree that play is a natural, pleasurable activity, which all children have a right to enjoy, there has been much debate about its value in terms of learning. Schools, in particular, have always been under pressure to measure pupils’ progress and attainment. This may have contributed to a rather formal notion of what constitutes “work”.
Desk-bound activities (such as writing or work-sheets) are very obliging in terms of recording, assessment and evidence. They can be repeated at intervals to produce a progressive portfolio of attainment, and can be pulled down off the shelf every time an advisor or school inspector calls. However, such pen-and-paper exercises have a limited range of usefulness and validity, especially for very young children. For example, a maths worksheet may show a child’s answers to a set of problems, but may not indicate the thought processes or highlight possible misconceptions.
Play and Cognitive Development
Children’s play typically involves a great deal of thinking – imagining, recalling, questioning, predicting, wondering, testing, making connections and so on – all of which are important cognitive processes. However, “play” is quite distinct from the act of filling in a worksheet, and much less obliging in terms of measurability – it requires judgment and innovation.
Evaluation of children’s play is not a narrowly focused test of what a child can (or cannot) do – it is more concerned with opening the door to a child’s world and looking inside their mind to see how it works and what they are capable of. Unfortunately, this is not as straightforward as photocopying 30 worksheets!
What Constitutes “Play”?
Although play is now known to stimulate all sorts of essential cognitive development, it remains misunderstood. Certainly, dictionary definitions do not convey the value of play as a respected, intellectual pursuit. For example, the online Cambridge Advanced Learner’s Dictionary (accessed 21.08.09) defines play as:
“activity that is not serious but done for enjoyment, especially when children enjoy themselves with toys and games.”
The issue of “seriousness” is particularly interesting and may account for the perceived conflict between play and “real work”. “Seriousness” implies a rather solemn, worthy endeavour, with real purpose – not a laughing matter. However, it could be argued that the real tension is not between play and work, but rather seriousness and enjoyment, as good learning (undeniably worthy) is now known to be linked with pleasure and satisfaction.
Assessment of Play
Despite the challenges associated with measuring and assessing play, there are many highly effective methods available. The tool most widely used by early years practitioners is that of observation – unobtrusive observations of children in different contexts (alone, playing alongside others or in social/collaborative situations).
There are various kinds of observations, including short “snapshots” and longer narrative observations. The aim is broadly the same, however – to obtain an accurate and objective record of what children do, which can build over time and contribute to a formative portfolio of achievement for individual children. Such observations are invaluable for informing practitioners about new learning, skills and competences, areas of difficulty and rates of progress. They also provide information which can be interpreted at a later time, and can be used to form the basis of future judgments about planning and provision for children.
Interpreting Play
Observations can reveal all sorts of interesting and important information about children’s play, for example:
- how they tackle problems and respond to challenges
- how independent, resilient and confident they are
- their ability to persevere and concentrate
- social skills, self-esteem and ability to form friendships
- language and literacy skills
- fine/gross motor skills and general physical development
Play is the most natural way for young children to learn. Its value is clear and practitioners should now be asking how they can stimulate these amazing minds and unleash potential learning.
