The importance of Play for all children from birth through age 12
Socioeconomic Status
Socioeconomic status directly affects a child’s access to play. In neighborhoods of lower SES, many children do not have access to a park or playground, especially a safe one, or someone that they can go to one with. A lot of families of low SES are struggling simply to make ends meet and may be working multiple jobs simply to provide food for their families. In these situations, the priority is certainly not how many toys, books, or materials a child may have in order to promote learning. Thus, many children of lower SES families come into school at much lower levels of readiness. This in-access to proper play experiences at a young age leave many children at a deficit in many key developmental areas. Play promotes growth and development in social and emotional skills by allowing children to express themselves and role-play life situations in order to find ways of coping and applying meaning later on. Children also develop key large and fine motor skills during play through manipulation of materials or simply running around outside. Through play children establish may key skills and concepts that will help them greatly when they begin school. Without access to play, low SES students dramatically fall behind.
With this initial struggle in catching up and keeping up in schools it is unfortunately very difficult for these students to break out of the poverty cycle. In one article that I read, the authors suggested a large need for more recreational parks, especially in lower SES neighborhoods, in order to provide children with a safe and adequate place for play and exploration. “The UIC national study found that higher median household income levels were significantly associated with an increased likelihood of the presence of amenities including physical fitness facilities. "Living far from a public park is more than an inconvenience," said Will Rogers, president of The Trust for Public Land. "It's a serious threat to the health of our children and their communities. The lack of public park space in many American cities is a crisis that demands urgent attention.” A nationally representative study published by the American Academy of Pediatrics provides the first empirical evidence to suggest that all major categories of physical activity related resources are distributed inequitably, with high minority, low-educated neighborhoods at a disadvantage. It is becoming clear that there is a definitive need for more parks and recreational open space in communities of low SES. Some programs are already looking into the problem” (Clark 2007).
It is obvious that there is a drastic need for providing families of low SES with access to proper play opportunities. Creating more playgrounds and recreational areas may be helpful in solving this dilemma, however we as teachers need to be sure that we are providing every child with adequate play experiences every day in our classrooms.
Culture
Culture plays a huge role in a child’s development. Culture and diversity among students can include a wide variety of factors: race, ethnicity, gender, SES, religion, and many others. Play can be extremely beneficial in development of a healthy cultural identity or awareness in young children. Unfortunately, studies have shown that many teachers are unqualified or unmotivated in incorporating culture into their classrooms, especially in play. “Gallavan (1998) found five reasons why teachers were not using effective multicultural practices. These included a lack of understanding of the field, inability to use effective practices, lack of motivation to use effective multicultural practices, resistance to the field, and lack of responsibility to multiculturalism” (Tonika 2005). Teachers need to be aware and exposed to the incredible importance of multiculturally appropriate content and practices in the classroom. They can begin do this by providing toys and books that are representative of diverse perspectives. Children need to be able to relate to themselves during play and without this ability, a child might feel a disconnect to the learning environment. It is also good for children of the so-called “majority” to be exposed to toys that may represent cultures different from their own in order to increase awareness and acceptance for diversity from an early age.
Monroe writes, “Environments that promote these multicultural values allow individuals to develop cultural awareness. Cultural awareness is the understanding of the similarities and differences between various cultures as they relate to what people do, how they express themselves, and their value and belief systems. Recreation professionals have an ideal opportunity to promote multiculturalism and develop cultural awareness and respect for cultural differences. Kelly and Godbey (1992) support this position by stating: People who play together tend to do other things together as well. The common engagement builds multifaceted relationships that may gain the attributes of sustained sharing that we call friendships. The sharing yields common histories, vocabularies, experiences, and even values (Monroe 1995).
Culture is an essential aspect in creating a play environment that is conducive to the backgrounds and interests of al learners in the early childhood classroom. Through play, children can not only make connections with themselves, but can learn to understand and appreciate differences amongst their peers as well.
Multiple Intelligences
Howard Gardener’s Theory of Multiple Intelligences is a widely known and respected learning theory for young children. Gardener claims that there are 8 main intelligences that people can possess. Everyone possesses them in different levels, and therefore is a unique learner. This theory can easily be correlated to play in early childhood development. Young children are naturally guided by their own interests in play and learning and will therefore seek out ways to play that best suit their interests. Play is not necessarily limited to dramatic play. For instance, one could consider math manipulatives a very valuable way of playing and learning for logical/mathematical thinkers. Dancing or running around can be great ways to play for kinesthetic or visual-spatial learners. Playing musical instruments or simply making noised with random objects is a playful way of learning for more musically inclined children. In any of its forms, play should be celebrated and encouraged for young children. Preschools and childcare centers should be conscious of all their learners and their potential needs for playful experiences.
Works Cited
http://www.multipleintelligencetheory.co.uk/
http://www.psych.utoronto.ca/users/reingold/courses/intelligence/cache/mi.htm
Monroe, Janice Elich (1995). Developing cultural awareness through play. Journal of
Physical Education, Recreation & Dance, 66(8), 24. Retrieved November 20,
2008, from Wilson Education Abstracts database. (Document ID: 7720419).
Susan Clark (2007, April). No Place to Play. Parks & Recreation, 42(4), 53-55,12.
Retrieved November 20, 2008, from ProQuest Education Journals database.
(Document ID: 1295086991).
Tonika Duren Green, MyLuong Tran, Russell Young. (2005). The Impact of
Ethnicity, Socioeconomic Status, Language, and Training Program on
Teaching Choice Among New Teachers in California. Bilingual Research
Journal, 29(3), 583-598,728,731. Retrieved November 20, 2008, from Wilson
Education Abstracts database. (Document ID: 1121940131).
