“Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child’s soul.”
At Play to Learn we value the importance of play in early childhood, thus creating numerous opportunities for children to explore the world and develop their sense of self and personal identity through meaningful, hands on experiences.
Our Childcare Approach
We believe in nurturing the child’s whole self by inspiring self-confidence and building strong reciprocal relationships with the child and their whanau in a positive, emotionally safe environment. We respect and acknowledge the dual heritage of Aotearoa honouring the Treaty of Waitangi and embracing the Maori culture and language and as New Zealand grows in cultural diversity we invite all families to celebrate their personal heritage and traditions within our childcare centre.
We are a mixed age childcare centre that encourages strong family values through ‘tuakana-teina’ (young children learning from older children and older children taking care and responsibility for younger children) as they would naturally at home. We strive to create a family-friendly environment where children feel loved and cared for at all times, their home away from home.
Play to Learn Early Learning Centre Te Rapa, Hamilton believes in a curriculum, which integrates teachers, families, children, peers, the environment and resources around them. Experiences are specifically planned for, as well as activities and experiences, which are spontaneous.
New Zealand’s Early Childhood curriculum has been envisaged as a Whāriki, or mat, woven integrating the many strands, which form their curriculum and beliefs. Te Whāriki recognises the diversity of early childhood education. Different programs, cultures, philosophies, structures and environments, which contribute to the distinctive patterns of the Whāriki.
Early childhood is underpinned by a long established tradition which emphasises the central role of play in early learning and development. According to the theorist Friedrich Froebel (1887):
“Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child’s soul”.
This is one of the first definitions of play and was provided by the founder of play-based learning, Friedrich Froebel, and it alone encompasses everything that play represents.
Why is a play-based approach important?
The importance of play in the early years cannot be disputed as quality early childhood education is extremely important in determining a child’s future achievements. High-quality care after the age of two can produce a range of benefits to the social, emotional and cognitive development of the child. Through self-appraisal and observation, and the willingness to be open to new ideas can give the children we care for the opportunities to develop in a positive way helping them to achieve their full potential.
When children play, they:
- Explore the world – natural and social
- Develop and practise social and language skills that may be more complex than in everyday activities
- Expand and challenge their physical skills
- Experiment with new ideas including symbolic competence required for formal learning
- Enhance their self-confidence
- Think and express themselves creatively
- Respond to experiences with or without language
- Develop their sense of self and identity.
What does play look like?
- Children may play on their own in solitary play; alongside someone else but
independently in parallel play or with other children in cooperative play
- Play may be structured, where someone else makes the rules and decisions
- Play may be unstructured, where the child is self-directed or takes all the initiative.
What can children learn in play?
- Positive attitudes of self-motivation and self-direction
- Cooperation and group values
- Curiosity, persistence and concentration
- Language and numeracy.
We can support children’s play by
- Allowing for extended periods of time for children to remain in ‘the flow’ of their play
- Providing resources such as safe household items and materials
- Making enough space to focus on the play activity
- Catering for choices of activity, materials and equipment
- Role-modelling to encourage and extend ideas
- Challenging them with more complex thinking, novel ideas or experiences
As early years practitioners we must take responsibility in ensuring that we are in a position of understanding children’s development through play based learning and realising the importance of play, hence supporting children further in the learning process