The Concept of Play
Children and play are inseparable entities. To be educators of children, one should understand the important role of play in each child’s life. If well understood, play could be used as an important tool in the learning process.
Definitions of Play
Play is a child’s work (Montessori).
Play is what we enjoy while we are doing it. Work is what we enjoy when we have accomplished it (Dewey).
An activity with or without materials in which bodily movement is an end in itself (Buhler).
Play is intrinsically motivated, concerned with means rather than ends, is child-directed, nonliteral, free from externally dictated rule structures, rules that do exist can be modified by players, and requires active engagement of players (Rubin, Fein, and Vandenberg).
A current definition of play supplied by Johnson and Ershler proves to have particular merit for preschool teachers. They point out that “Play may be defined as behavior that is intrinsically motivated, freely chosen, process-oriented, and pleasurable.”
From this definition, we can derive the different characteristics of Play:
Play is intrinsically motivated. Children should be willing to engage in an activity not because of external rewards from the teacher but because they believe that they would really enjoy it, and thus would be eager to participate.
Play is freely chosen. Children should be given the liberty to choose a form of play even for a brief period of time in school.
Play is process-oriented. The play process should in itself provide satisfaction.
Play is pleasurable. Of course, children engage in play to have fun. Hence, during play activities, expect children to come out of their shells and laugh their hearts out.
Stages of Play
Researchers agree that play passes through a series of developmental stages. Many experts have attempted to categorize play according to various factors.
Parten looked into the social aspects of play. She viewed play as advancing from solitary play (playing alone, not really minding other kids, characteristic of very young children) to parallel play (playing beside, but not with, a companion child, often seen in 2 to 3 year olds), to associative play (playing together but not subordinating their individual interests to a common goal, often seen in 31/2 to 41/2 year olds) and finally to cooperative play (playing together for a common purpose, apparent in the play of 4 to 5 year olds).
Kenneth Rubin demonstrated that solitary play can be quite sophisticated and that the same child may use various forms and combinations of these stages at different times of the day and in various circumstances throughout his childhood.
For teachers, this idea helps us understand why young children seem to appear ‘selfish’ at times. Instead of concluding that they are immature, gradually guiding and encouraging them would do well in helping them proceed to a higher stage of play.
Smilansky develop another category, this time, drawing inspiration from the Piagetian theory. She divided play into functional play (with the child making simple use of movements to provide exercise), constructive play (where the child works toward a goal of some sort), and socio-dramatic play (where the child assumes roles and uses language for pretending). By the time the child is 7, he reaches the games-with-rules stage, described to be the highest form of cognitive play.
These stages allow teachers to plan play activities that are appropriate for the children’s maturity as well as cognitive ability.



