Play an essential part of a child’s pre-school learning

RESEARCH shows that the most critical activity for the development of little children’s brains and their social and cognitive skills before they go to school, is good old-fashioned play.

Far less is gained when little children have full schedules of structured activities, from basic maths classes to early reading, gymnastics, kiddy music and mini soccer.

When it comes to brain development, time spent in the classroom and at other structured activity is less important than time on the playground,’ says Barbara Eaton, pre-primary education specialist at EDvTECH.

She says research conducted at the University of Lethbridge in Canada showed that the experience of play changed the connections of the neurons in the pre-frontal section of a child’s brain, and that without play experience, those neurons remained unchanged.

‘It found that it was those changes in the prefrontal cortex during childhood that helped wire up the brain’s executive control centre, which has a critical role in regulating emotions, making plans and solving problems.

‘In other words, play prepares a young brain for life, love and even schoolwork,’ she says.

But she warns parents whose children’s rooms look like toy shops that they need to get things back to basics, because the kind of play that is beneficial is primarily the kind of play that requires creativity, imagination and problem-solving.

She says that in the pre-school phase children need basic toys, not those with roles defined by the media, as the latter limits imagination and the opportunities to plan and create.

‘Give the child a good set of wooden bricks, a few non-battery-operated cars, a soft doll or two, a teddy, some plastic plates and cups, and a big ball.

‘Old blankets or sheets for making houses and tents, and some boxes and crates will provide the basics for endless creative and imaginative play.

‘Play dough, some crayons and big sheets of paper – not colouring in books – as well as some paint will amply provide for creativity,’ says Eaton.

She says that parents need to appreciate that in allowing their children plenty of opportunities to play, with others and alone, they are laying the foundations for academic success.

Young children work hard at play, and it is not for nothing that play is considered a child’s work.

They invent scenes and stories, solve problems and negotiate their way through social roadblocks.

They know what they want to do and they work and plan to do it.

‘As adults we must not be too quick to interfere in this process, but allow them to work things out for themselves.’

Provide the basics

Parents who want to ensure their children are exposed to the right kind of free play (which ironically is also the least expensive kind), should ensure that they provide, from an early age, access to materials that will stimulate their sensory systems.

These include water, sand, things that make a noise, books with pictures they can relate to and toys of different textures.

‘The contents of your saucepan and plastics cupboard will give hours of creative play while teaching concepts of matching, size, shape, texture and sound.

‘Things that bounce, roll and change shape when pressed or pulled help develop spatial skills and visual acuity,’ says Eaton.

‘Children must be free to move around once they are mobile, obviously with safety in mind, but do not fear the odd mouthful of grass or your child being dirty.

‘Allow them to dig in the garden, pick flowers and when they are older, make mud cakes and grass ‘soup’ for their fantasy games.

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