7.3 Play in the Early Childhood Classroom
Jennifer Karshna, Ph.D.
Play and its value for children was discussed earlier in this chapter. Also, explained was the importance of developmentally appropriate classrooms containing physical spaces with daily schedules that incorporate blocks of time for play (NAEYC, 2020). This includes time for indoor and outdoor play. A well-designed environment can be used by a skillful teacher to prioritize play experiences as a way for supporting children’s learning. It is a teacher’s responsibility and a core teaching practice to support children’s learning from play. This includes observing and intervening to facilitate and extend children’s actions, interactions, and thinking. A few key aspects regarding the environment that relate to play are described in this section.
Indoors, children need time to get involved and fully engage in play, with a minimum of 45 minutes needed (Hanscom, 2016). In a well-run classroom, children can engage in free play for up to one and a half hours. This gives children time to choose what they want to do and fully engage in play (Koepp et al., 2022). It also allows for the opportunity for children to create through constructive play and to use the creation in dramatic play. Imagine how disappointing it would be to create an elaborate castle but not have time to dress up and play in it! Additionally, children need the materials and space to create the castle. Lack of open-ended materials and not enough space can result in missed opportunities for creative play, which also means they are not benefiting from such experiences.
As previously mentioned, the outdoor learning environment (OLE) provides opportunities for differing types of play, especially vigorous physical activity (Engelen et al., 2018) and risky play (Keeler, 2020; Storli & Sandseter, 2019). Outside time is typically not considered recess and a break from learning because young children are learning all the time. Instead of recess, play and engagement in the OLE can be considered additional opportunities and enhancement of indoor learning (Mustapa et al., 2015).
Weather is often given as a reason for not playing outdoors. Not going outside when it is raining or snowing can contribute to missed opportunities. Although at first it can appear as a daunting task to get children to put on outdoor gear such raincoats, hats, mittens, and boots, it becomes part of the routine and presents opportunities for practicing fine motor and self-help skills. The rain that is often present here in the Pacific Northwest is a wonderful resource for play! Water makes mud, which can be used in making pies and soups, and especially for children who enjoy sensory activities and pretend play.
Allowing children to use the environment, especially outdoors, is also a challenge for teachers (Cheng et al., 2023). This can relate to weather, such as playing in puddles, as well as with using items from the environment. Loose parts such as sticks, rocks,