Planning for play in programs for young children

Abstract

Play and playing processes of the young child are the basis for early education for centuries. With the rediscovery of the young child during the decade of the 1960's, theoreticians and practioneers alike are showing continued interest in play from basic and applied perspectives. From a Piagetian developmental point of view, play is closely allied to the growth of thinking structures in the young child. As such, the characteristics of play and make-believe as part of the evolving mental structures require careful consideration and examination by early educators. The characteristics of and processes basic to the young child's play can be considered in context of initial learning environments and early education programs. As with indoor play, a variety of materials, arrangement of play space, and provisions for challenges in developmental problem solving are bridges between play and thought and keys to supportive learning environments and successful early education programs.