Source: Journal of Childhood Studies
Publication Date: 27 November 2017
Publication Specs: Vol. 42, No. 3
Locus of Issue: This Winter 2017 issue focuses on imagining play as a curriculum approach rather than as an activity between structured curricula.
Synopsis of Issue: Publication provides articles from various disciplines that advances alternative and/or experimental concepts that are rooted in theoretical perspectives.
Title: Supporting Young Children’s Learning in a Dramatic Play Environment
Author(s): Janine Hostettler Scharer
Summary:
The hypothesis of the author is that educational instruction and play are not mutually exclusive entities. She acknowledges that many strategies/approaches could be used by early learning professionals to support children but suggests that play be a part of a learning environment; and she emphasizes that the most important strategy/approach is to develop a program that includes sufficient time to engage in socio-dramatic play.
I appreciate this article because she answers my question of how to apply theory to a learning environment and provides some examples of theory application. She embraces a Vygotskian approach and implements scaffolding and the Zone of Proximal Development in her method to “educate” through play. She created a museum in her classroom with a reception desk/kiosk, a coffee shop, and the museum exhibition. Roles were divided up between staff and visitors and children were rotated through the roles. Ms. Scharer also uses Vygotsky’s theory of play to promote learning opportunities. Social and emotional domains develop through collaborating on museum exhibits. Communication, language and literacy domains are impacted through sign design. The cognitive domain has ample opportunity to increase from math concepts at the coffee shop to sequential ordering of museum pieces. The physical domain is engaged as the children move from centre to centre rather than sitting for extended periods of time.
The caveat the author notes is that this strategy/approach does take thought and planning. Attention needs to be paid to learning, assessment and flexibility in developing an effective environment. Collaboration with children and staff is critical for success. The vision of the play-learning environment needs to be introduced slowly and a framework developed to address curricula needs. This allows for new concepts to be introduced. Problems can be presented and discussed. Solutions can be presented. And the children get a valuable lesson in how democracy works.
This definitely has inspired me to value play as an effective learning strategy. This article made me think of a prop box on steroids! Knowing the thought process and planning involved with my small prop box, it would take many years in the field before I would endeavour to create a play-learning environment of the magnitude the author did. But knowing that play is an essential component of childhood development will make me more aware of the approaches I will take in my career.
