Play in the Preschool

Abstract

This chapter examines the specific area of young children’s play in the preschool year, which is the year prior to starting compulsory education. The chapter starts by exploring the role that different pedagogies and different philosophies may have in children’s learning and development during their preschool years, using some of the most typical approaches used within the UK, namely Montessori, Steiner, Reggio Emilia and High/Scope. The many ways of describing and categorising play in the preschool years are then examined, with reference made to Parten (The Journal of Abnormal and Social Psychology, 27, 243–269, 1932), Broadhead (Early Years Play and Learning: Developing Social Skills and Co-operation. Routledge, 2004), Bruce (Developing Learning in Early Childhood. Sage, 2004), Else (Making Sense of Play: Supporting Children in Their Play. OUP, 2014), Hughes (A Playworker's Taxonomy of Play Types (2nd ed.). PlayLink, 2002), Athey (Extending Thought in Young Children (2nd ed.). PCP, 2007) and Sandseter (European Early Childhood Education Research Journal, 15, 237–252, 2007). The nuances of play in each of these categories are compared and contrasted. In the next section of this chapter, the practicalities of an Early Years setting are considered, with reference to the play theories discussed earlier. The role of the adult in play situations and in creating supportive, developmentally appropriate environments is examined, with particular consideration given to the child’s role and the adult/child interaction. The way that learning and development is constructed or co-constructed through play is examined throughout. The chapter is concluded with some reflections on the different perspectives on play in the preschool years and how these may influence practice in an Early Years setting.