Discussion 7 - The Play’s The Thing

Discussion 7- The Play’s The Thing

While it has been proven that play has a significant impact on a learner's behavior, learning, and growth, some teachers still have questions on whether or not they should be involved in children's play. According to research, many instructors still lack the answer to the question of why teachers play. According to Jones & Reynolds (2011), some teachers enter play spontaneously for their own, or the learners' pleasure in The Play's the Thing. They take their cues from leaners, and the relationship is one of mutuality." However, the authors argue that teachers should make conscious use of play for teaching purposes being careful to avoid the risk of taking over the play.

Teachers of learners who come to school unfamiliar with its play scripts, language, or materials may need to enter into play with the learners to build bridges from home culture to school culture (Jones & Reynolds, 2011). To effectively help children build these bridges, I will take the initiative of becoming more familiar with the events, language, and materials of kids' home culture and introduce them into school activities, not just on special occasions but as a part of the daily play environment. Jones & Reynolds (2011) affirm that it is inevitable that some of the children's play will be interpreted by grownups, some of which may be intentional or accidental. The authors argue that both teacher as a player and the teacher as a mediator risk interpreting children's play often for the sake of teaching something they treasure more.

Based on the book, adults often interpret children's play for three main reasons: Interpreting for one's pleasure in play, interpreting to teach concepts, or interpreting to teach rules. However, teachers should keep in mind that every intervention made on children's play must be tailored to conform to the various scripts that the children are playing. This way, instead of taking the play over or destroying it, the teacher will sustain it. Attentive teachers should build on children's play in an attempt to engage the kids' minds. Kids' plays draw their scripts from their real-life and imaginary experiences.

In improvising, kids most of the time interrupt each other's scripts. Sometimes such interruptions occur within cooperative dramatic plays when the children discover that their various versions of the scripts are different. At such points, the children temporarily move out of role to debate the issue. Kids, however, argue as peers, whereas if an adult moves to set the dramatic play straight with their version of the script, they can easily take away the initiative from the kids (Jones & Reynolds, 2011). Therefore, instead of interrupting for his own pleasure, or to teach some rules or concepts, a teacher should try to build on the play.

Paper For Above instruction

In exploring the vital role of play in children's development, it is crucial to recognize the delicate balance teachers must maintain between facilitating and guiding play without overshadowing children’s natural interactions. Jones and Reynolds (2011) emphasize that play serves as a fundamental mechanism through which children learn about their world, develop social skills, and express their creativity. Teachers' involvement in play is a nuanced process that, if approached with awareness and intentionality, can greatly enrich the learning experience, especially for children unfamiliar with the cultural scripts of the school environment.

One primary consideration is the purpose behind teachers' participation in play. While spontaneous play engagement aimed at providing fun or mutual enjoyment can be beneficial, deliberate and conscious involvement for instructional purposes can substantially deepen children's understanding and skills (Jones & Reynolds, 2011). Teachers must be cautious not to dominate the play or impose their interpretations excessively, which risks stifling children's spontaneity and problem-solving abilities. Instead, teachers should act as mediators—intervening in ways that support, extend, and respect the children's organic play narratives.

Bridging the gap between home and school culture is vital for children who may arrive with unfamiliarity with the school's play norms, language, and materials. To achieve this, teachers should actively learn about the children’s backgrounds—becoming familiar with their cultural narratives, language patterns, and preferred materials—and incorporate elements of these into daily classroom activities (Jones & Reynolds, 2011). This culturally responsive approach not only affirms children’s identities but also promotes inclusivity and engagement. For example, incorporating traditional songs or stories from students' home cultures into the classroom can facilitate a smoother cultural transition and deepen children's sense of belonging.

Interpretation of children’s play by adults is inevitable, yet it requires careful management. According to Jones and Reynolds (2011), adults typically interpret play either to derive personal pleasure, to teach specific concepts, or to enforce rules. However, any intervention should always respect the ongoing scripts children are creating, allowing space for their autonomy and creativity. When children engage in improvisational or cooperative dramatic play, conflicts or disagreements about narratives may arise. At such junctures, children often pause to debate their differences, thus practicing negotiation and reasoning skills. An adult’s intervention—if necessary—should aim to support dialogue without overtaking the play or dismissing children’s perspectives (Jones & Reynolds, 2011).

Effective teachers understand that their role is not to dictate the play’s content but to serve as facilitators who gently guide, model, and scaffold children’s interactions. By building on children’s play, teachers can introduce new concepts and skills subtly. For instance, if children are pretending to be shopkeepers, a teacher might introduce vocabulary related to commerce or discuss the importance of money management, thereby enriching the play without disrupting its natural flow. Such interventions encourage critical thinking, collaboration, and language development while respecting children’s creative narratives.

In conclusion, integrating play into educational settings requires a thoughtful and respectful approach. Teachers should aim to understand children’s cultural backgrounds and individual play styles to foster an environment in which children feel valued and free to explore. Their involvement should focus on supporting, extending, and enriching children’s play rather than directing or controlling it. Recognizing the importance of children’s autonomy in play aligns with best practices in early childhood education, ensuring that play remains a vital, enjoyable, and educational activity that promotes holistic development.

References

• Jones, E., & Reynolds, G. (2011). The play's the thing: Teachers' roles in children's play (2nd ed.). Teachers College Press.
• Bruner, J. (1972). The nature and uses of immaturity. American Psychologist, 27(7), 687–696.
• Ginsburg, K. R. (2007). The importance of play in promoting healthy Child Development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182–191.
• Piaget, J. (1962). Play, dreams and imitation in childhood. Norton.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Hedges, H. (2003). Play and pedagogy: Clashing or complementary? Contemporary Issues in Early Childhood, 4(3), 243-255.
• Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
• Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Alliance for Childhood.
• Lindon, J., & McCulloch, G. (2014). Cultural capitals in childhood: Play, social justice and community. International Journal of Early Childhood, 46(3), 343–357.
• Wood, E. (2014). Play, learning and the early childhood curriculum. Sage Publications.