Children at Play

UNIT 4 CHILDREN AT PLAY

Structure
4.1 Introduction
4.2 Objectives
4.3 What is Play?
4.4 Types of Play
4.5 Guns for Boys and Dolls for Girls – It Doesn’t Have to be That Way
4.5.1 Sex Stereotypes in Play
4.5.2 Play for the Children from Deprived Section
4.6 To Play is to Develop
4.6.1 Physical and Motor Development
4.6.2 Language Development
4.6.3 Cognitive Development
4.6.4 Socio-emotional Development
4.6.5 Development of Imagination and Creativity
4.7 Play and Other Activities
4.8 Teacher’s Role in Play
4.9 Basic Principles
4.9.1 Developing a Warm and Friendly Relationship with the Child
4.9.2 Accepting the Child
4.9.3 Establishing an Atmosphere of Freedom
4.9.4 Recognition and Reflection of Feelings
4.9.5 Maintaining a Respect for the Child
4.9.6 The Child Leads the Way
4.9.7 Don’t Hurry
4.9.8 Setting Limits
4.10 Involving Parents
4.11 All Work and No Play
4.12 Learning can be Fun
4.13 Let Us Sum-Up
4.14 Unit-End Exercises
4.15 Answers to Check Your Progress
4.16 Suggested Readings

4.1 INTRODUCTION
We are all familiar with the term PLAY. It is a very broad term, which includes a wide
range of behaviour and activities. Yet most of us tend to use it in a very narrow
perspective. We usually relate the child’s play to his/ her physical and sometimes
social development. We consider it as something that is, and should be, separate from
the way the child learns about the things around him/ her. What exactly is the role of
play in the child’s development? Are we, as parents and teachers, giving too little
importance to play?
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Contexts of Development In this unit, we shall see how play has an important role in enhancing the all-round
development of the child, the possible effects of play-deprivation on children and how
you, as an adult, can effectively use play as a means of facilitating learning.

4.2 OBJECTIVES
After going through this Unit, you will be able to:
● recognize the characteristics of play and related activities
● list the types of play
● relate various types of play with the age of the child
● recognize the need for providing both boys and girls play opportunities that include
different kinds of play
● recognize the influence of play in promoting physical, cognitive, language and
socio-emotional development of the child
● identify the role of teachers and parents in play
● recognize the effect of play-deprivation in children
● plan and improvise activities appropriate to the needs of children and to the facilities
available in the school

4.3 WHAT IS PLAY?

Most of us would immediately classify examples like playing with dolls, playing on the
swings, playing hopscotch, bat and ball, running and chasing games, Arvind on the
swings, Radhika with the doctor’s set etc., as playing.
Let us, however, consider other children. Sukhvinder enjoys mathematical quizzes,
Reshma enjoys reading books or Bitto likes to help his mother when he is bored with
studying. Can we call their activity as play? Yes, since this activity has an element of
fun for them. The same hammer that the father uses for carpentry becomes a toy in
the hands of a child. Making chapattis is a household chore when done by the mother
but becomes a game for the child when she does it. Thinking of new words starting
with a particular letter could be dull, boring work for a child but could just easily
become an enjoyable game when done in the form of antakshari’ or word game.
Fun and enjoyment are essential characteristics of play. Play is an activity done for
the enjoyment that it gives. Work, therefore, becomes play when the child starts enjoying
it. The final result or end product of the activity does not matter as much as the
process involved in it. The same hammer that the father uses for carpentry becomes
as toy in the hands of the child because the father is more interested in the outcome or
the long-term result of working with the hammer, while the child is merely enjoying the
process of handling it. Making chapattis is a household chore when done by the mother
but becomes a game for the child when she does it. The child is not concerned with
what kind of chapattis she makes, or whether she makes it or not. She is simply
enjoying the process of making it. Once the children become bored with the activity,
they drop it and turn their attention to something else because they are not interested
in the long-term result. For example, the child may stop making chapattis whenever
she likes but the mother will not because she has to make a certain number for everyone.
Whether an activity is play or not also depends upon, whether a child is doing
it on his/ her own free will or whether it is being forced upon him/ her. A child
who solves a puzzle because the teacher has asked to, will not be indulging in play.
Whereas, a child who solves a puzzle out of choice will be engaging in play.
The feeling of less risk or less threat of failure involved in an activity also determines
54 whether it is play or not. Studying for the final exam will not be a play activity because
it involves a demand to perform well/ succeed. Not being able to solve a puzzle or win Children at Play
a game of chess involves a lesser need to succeed and can therefore be called play. It
is therefore the child’s own attitude towards the activity that makes it play or
work.

Check Your Progress

Notes: (i) Write your answers in the space given below.
(ii) Compare your answers with the one given at the end of the unit.
1. Which of the following criterion would you use to determine whether an activity
is play?
i) Enjoyment
ii) Physical activity
iii) Long-term result
iv) Imagination
v) Interaction with other children
vi) Free will
2. Which of the following activities would you classify as play? Give one reason
per activity for your classification.
i) 8 year old climbing and chasing each other up a tree in the school yard.
ii) 10 year old being asked to recite a poem in turn with preset actions to
accompany the words.

4.4 TYPES OF PLAY

Let us now try to understand how children play. Consider the following situations.
i) ‘Rishi’, said Mrs. Sharma to her son (8 year old), ‘ I have to go out to the market in
the evening. Why don’t you stay indoors today and play with your sister Anu (3 years
old). She will be all alone otherwise”.
‘No mummy, please’, said Rishi. ‘I must go and play with my friends. I just have to
win my marbles back from Rakesh today. And anyway, Anu never plays any games
with me. She just plays with her dolls and keeps giving me imaginary things to eat. You
take her with you to the market.”
Why do you think Rishi would rather play with his friends and does Anu not include
Rishi in her play. Many of you may answer that this is because of the difference in
their age. Yes, Rishi is 8 years old while Anu is only 3. In a way this would be the
reason. Now, let us look at the following situation.
ii) Mrs. Malhotra stopped knitting on hearing her daughter Radha (4 ½ year old) cry
and rushed to her. “ Radha, what happened? Why are you crying?” she asked Radha,
sobbing, replied, “Mummy, Anu (3 year old) won’t let me sit on her cycle.” “Doesn’t
matter”, said Mrs. Malhotra, “you go and play with Lakshmi”. Radha picked up her
dolls and toy-utensils and went to play with Lakshmi, her 2 years old sister. She happily
pretended making tea and pakoras talking to Lakshmi at the same time. Suddenly she
realised that Lakshmi was not paying attention to what she was doing and was instead
busy piling up some of the utensils one over the other.
Why do you think Anu would not let Radha ride on her cycle. Why, inspite of Radha
trying to involve her in play, Lakshmi started playing on her own. As before, the
reason is again related to their age. The type of play that a child enjoys, depends on
her age. As the child grows older, she enjoys different kinds of play. Now, the question
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Contexts of Development that may have come to your mind is, what are the different kinds of play that a child
enjoys at different age levels.
During infancy, that is upto 2 years of age, the child enjoys playing alone, without
reference to what others are doing around her. Her play at this age is characterized by
simple activities that involve repetitive movements of her body. This is the reason why
Lakshmi starts playing on her own without paying attention to what her sister Radha
is doing. An infant shaking her rattle, a child playing with blocks while sitting next to
another child who is engaged in playing with clay are examples of Solitary Play.
Fig. 4.1: Solitary Play
From two to three and a half years of age, the child first plays independently alongside
other children, without much interaction taking place. This type of play is called Parallel
Play. From around 3 ½ to 4 years of age, children are able to share their play material.
At this age, children like to use various materials in their play. This type of play is
called Associative Play.
Anu, who is 3 years of age, although likes playing with Radha, does not want to share
her cycle with her. While Radha, who is 4 ½ years old, enjoys sharing her toys with
her sister Lakshmi and also wants to share Anu’s cycle her.
After 4 to 4 ½ years of age, children like to play in cooperation with other children.
Their play is organized and each child has to play a specific role in the game e.g.,
children who are playing the role of ‘mummy’ and daddy, while playing house-house
Fig. 4.2: Parallel Play
or children who take turns to push each other on the swing are cooperating with each
other and have specific roles to play in their game. This kind of play is called
Cooperative Play.
Up to 7 years of age, the child enjoys Imaginative Play where s/he takes up the
various roles and acts out various situations and events in her/ his play. You must have
often seen children belonging to this age group playing ‘house-family’, ‘teacher-
student’, doctor-patient’, etc. where they take up the roles of mother, father, child,
Fig. 4.3: Associative Play
student, teacher, doctor, patient, etc.
After 7 years of age, the period of Games With Rules starts. Children at this age
enjoy playing games with rules. Display of various skills like speed balancing, aiming,
etc. becomes an important aspect of the child’s play. Children want to out do each
other in the display of these skills and a sense of competition develops. Rishi is keen to
win back his marbles from his friends. He wants to out do Rakesh, to prove that he is
better at playing marbles than Rakesh. The skills and abilities displayed during play at
this age act as an important criterion for the child’s acceptance in her peer group.
Fig. 4.4: Cooperative Play
These stages are, however, somewhat flexible. It is not that child will suddenly start
enjoying associative play only when she is 3 ½ or 4 years old. She may start enjoying
it slightly earlier or later than that. It is a gradual transition from parallel to associative
play. Similarly for other types of play, it is a gradual transition from one type of play to
another.
Also different kinds of play can co-exist at a particular age, e.g. an older child engaging
in solitary play, like solving a puzzle, should not be taken as immature. It could be an
independent, goal-directed play activity.
Fig. 4.5: Imaginative Play
As the child grows older, her play activities involve more of fine motor skills. Children
now enjoy play activities like mecano (toy, building material which has many minute
parts) knitting, embroidery, puzzles, etc., This is because the fine motor skills of children
develop progressively with age A younger child, whose fine motor skills are not so
well developed, has to use her whole body while doing an activity, while an older child
does not need to do so. A child, 4 years of age, for example, will engage in play
activities that involves her whole body like running, swinging, jumping etc. Also when
children are small, they need concrete objects and play. As they grow older, they can

Fig. 4.6: Games With Rules

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think in more abstract terms. As a result they do not need actual children or adults to Children at Play
interact with during play. They can interact with the characters and figures that they
read about in comics and books or seen on the television.

Check Your Progress

Notes: (i) Write your answers in the space given below.
(ii) Compare your answers with the one given at the end of the unit.
3. Which of the given choice(s) are characteristics of
i) Parallel Play
a) children play alongside each other without any reference to what the
other child is doing.
b) children play alongside each other with some interaction.
c) children play organized games with each child playing a role.
ii) Associative Play
a) children play the same game but independently.
b) children play with very little interaction.
c) children while playing interact with each other and share play material.
4. Mrs. Sharma is very worried about her 2 years old daughter Uma. She says
Uma doesn’t play with other children. Is she right in her anxiety about Uma’s
play behaviour! Give reasons.
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5. Indicate what kind of play (solitary, parallel, cooperative ) is being engaged in
the following situations.
i) 6 months old Reena lies in her crib and kicks out at some bells hanging
from the crib.
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ii) 4 year olds, Preeti and Ramu are holding hands and jumping down the
steps. As soon as they reach the lowest one, they laugh and run up again.
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iii) 2 year old Shanta is playing with some blocks in a corner of the room, 2 ½
years old Pankaj brings his toy car there and makes a “vroom-vroom”
sound as he moves it up and down.
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Contexts of Development
4.5 GUNS FOR BOYS AND DOLLS FOR GIRLS – IT
DOESN’T HAVE TO BE THAT WAY
You have probably observed that girls and boys play different kinds of games. There
are certain games that girls seem to prefer e.g., house-family, doll play, skipping rope,
‘gitte’, etc. Similarly, games like football, cricket, marbles, ‘gilli-danda’, etc. are usually
played by boys. Such sex differences in play can be observed at quite an early age
in children.
What do you think could be the cause of these sex differences in play? Are these
“differences inborn”, present right from the birth of the child, or are results of learning?
Let us look at the following situations:
“Mummy, I also want a gun like Amit’s” said Jyoti. “What will you do with a gun, guns
are for boys,” said Jyoti’s mother.” I will get you a nice doll.”
Mr. Verma was worried about his son Raju, because he loved playing house-family
scenes with his sister and his friends. Mr. Verma bought a new gun, small toy car and
a mecano set for Raju but Raju would play with them for only a little while and then
call his sister to play house-family or teacher-student scenes.

4.5.1 Sex Stereotypes in Play

We as parents and teachers tend to encourage such play behaviour believing that in
this way children can learn and practice the sex role behaviours expected of them.
Thus, girls are encouraged to play with dolls, toy-utensils and other quiet indoor games,
while boys are encouraged to play with marbles, cars, guns and other outdoor games
that involve more physical activity, aggressiveness and competition. Even as babies
we tend to give them toys considered appropriate for their sex. As they grow, we
emphasise this kind of distinction more and more. However, if the sex-role behaviours
displayed by the parents are different, for example, if the father does some of the
cooking, or helps in the household chores, the son probably won’t be discouraged to
play household chores or house-house. He would take these activities as part of the
expected sex role behaviour. On the other hand, a boy who sees only his mother
doing all the household chores, would consider playing house as a game meant for
girls. As a result, by the time children are around 5 years of age, they themselves shy
away from games considered typical of the other sex. At this age, peer group also
plays an important role in this. A boy who likes playing hopscotch or a girl who
likes playing marbles with the boys are ridiculed by the others. Expecting and
pressurizing children to play what is believed to be appropriate for their sex
can be very hazardous to their personal and social adjustment. Children resent
not being able to play as they wish to and being forced to play in a way that does not
meet their needs. Also, if they do not have either the interest or the ability to play in the
‘sex-appropriate’ way they will develop feelings of inadequacy and inferiority when
their play skills are far below those or their peers.
It is true that girls are better in doing activities like knitting, weaving,
embroidery, puzzles, playing gitte, etc. because their fine motor skills are
generally better developed than those of boys. And also that boys can run
faster, jumps higher, cycle faster, etc. than girls. This is because their bones
and muscles are stronger and better developed than those of girls and they
are therefore better in gross motor activities. However, it is important that, we
should provide for both boys and girls play opportunities that include different kinds of
play, so that they develop according to their own ability and inclination.

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4.5.2 Play for the Children from Deprived Section Children at Play

What happens to a child from a slum or from a poor family in village who has no toy,
equipment or material to play with? Don’t these children play and develop? The answer
is, these children certainly play. They kind their own play equipments from the objects/
materials available in their environment. Haven’t we seen these children rolling a
scooter type or pulling a cardboard box with a string? The experience is more or less
the same as a child from a middle or upper-middle class using a handcraft or pushing
and pulling a toy. Similarly, haven’t we heard children singing most melodious songs in
the train with a simple musical instrument made of two wooden pieces? Haven’t we
seen children playing on the roadside with stones or using an old rope as a skipping
rope?
Here these children are the best improvisers and they find ways and means of playing
with simple non-expensive materials. Hence, deprived class children too do not miss
the chance of play.

4.6 TO PLAY IS TO DEVELOP

It was 5.30 in the evening. Gopal, a student of class VIII had spent the whole afternoon
doing his home work and now wanted to play for some time before it gets dark. He
picked up his bat and called out to his mother, ‘Mummy, I’ m going out to play for some
time.” “Have you finished your work?” his mother asked. ‘Yes”, said Gopal, “Then sit
down and study for some time. Soon you will have your terminal exams. You cannot
score well by doing your home work only”. “But Mummy, I will play only for half an
hour, then I will come back”. “No, everyday you say that. You will have plenty of time
to play later.” And tearfully, Gopal sat down and opened his books to study.
Would you agree with what Gopal’s mother has done? What is the role of play in a
child’s development? It is so small that Gopal’s mother will not allow him to spend
even half an hour per day on it?

Check Your Progress

Notes: (i) Write your answers in the space given below.
(ii) Compare your answers with the one given at the end of the unit.
6. Make a list what you think is the importance of play for a child’s development.
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4.6.1 Physical and Motor Development

Physical play is essential for the physical development of the child. While playing,
children develop their muscles and exercise all parts of their body. Playing helps develop
a good appetite and have a good sleep.
Through play like running games, racing, jumping, cycling, tree climbing, etc. children
learn to control their body’s movements. This promotes gross motor development.
Playing also helps in promoting fine motor skills. During the elementary school years,
children learn the skills of balancing, aiming, speed and agility through play activities
like cycling, hopscotch, seven tiles, gilli-danda, rope skipping, etc.
Fig. 4.7: Rope Skipping
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Contexts of Development

Fig. 4.8: Outdoor Play

4.6.2 Language Development

Play has an important role in the development of language as children have to
communicate with each other. They have to communicate with others in terms that
can be understood and in turn, must learn to understand what others are trying to
communicate to them. Play thus contributes to the child’s ability to explain, describe,
express feelings, understand statements and questions, and seek information.
Word games, puzzles, riddles, etc. help to increase the vocabulary of children.

4.6.3 Cognitive Development

Play offers opportunities to learn many things through books, television, interaction
with the environment, games, etc.
While playing children handle and manipulate a lot of things and, therefore they
learn to classify, categorise and learn about relationships between them. Playing with
clay, sand or mud gives the child an opportunity to explore the changes that take place
by moulding these in new forms e.g. a preschool child would probably make only balls
and cakes out of sand. As she grows older, she would gradually begin to make tunnels,
houses, roads and even castles. These activities require progressively higher levels of
cognitive functioning.
Playing also helps to develop memory, and the ability to analyse, reason and
think of alternatives. In a simple game of ‘Langdi Tang’ the child has to think which
direction is the opponent going to take, in which direction she should go to catch or
escape her opponent, which strategy can she use to catch or escape her opponent,
etc. Similarly, other games like dodge ball, kho-kho, kabaddi, etc. all require the child
to use complex thinking processes.

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 Children at Play

Fig. 4.9: Play Facilitates Cognitive Development

Through play children also develop the ability to keep their mind on the task
at hand. Play and activities like puzzle, reading books, group games, etc. require the
child to concentrate on what she is doing for a certain period of time, thus improving
her attention and concentration.

4.6.4 Socio-emotional Development

Play is important for the socio-emotional development of the child. It is primarily
through play that the child grows into a social being. While playing, a child comes into
contact with many other children and she learns to get along with different children.
She learns to give and take, share, cooperate with others and tolerate other’s points of
view. The more opportunities a child gets to play with-other children, the greater are
the chances for her to acquire social skills.
Playing with other children helps the child develop a healthy spirit of competition and
she learns to be a good sport – a good loser or winner. Play also gives the child a
chance to learn to follow rules.
In imaginative play, children act out various roles, situations, and events that
they have seen around them. They learn their appropriate sex roles through
imaginative play. The needs and desires that cannot be satisfactorily met
otherwise can often be met in play. A child who is unable to achieve a leadership
role in real life may gain satisfaction for this desire by being a leader of toy soldiers.
Through play children can also release their pent up emotions and feelings of
aggression and frustration which they cannot do otherwise. A small child who
cannot retaliate against a big bully in real life may do so in play by hitting or punishing
her doll, teddy bear or any other toy. During play they can hit, pounce, squeeze, or
pinch, without restraint, giving vent to their frustration and generally letting off tension.
Play provides an opportunity for children to demonstrate their abilities and
skills. They learn what their abilities are and how they compare them with those of
their playmates. This enables them to develop a more definite and realistic concept
about themselves.

4.6.5 Development of Imagination and Creativity

Play provides a lot of scope for the development of imagination and creativity in
children. In imaginative or dramatic play, children use their imagination: play police 61
Contexts of Development and robber, doctor-patient, teacher-student, etc. One moment the child is a doctor, the
next she is the patient, sometimes a mother and sometimes a teacher, imagining herself
to be in various situations and acting out various roles.
The child through imaginative play can enact roles and her verbal expression
improves. She learns new relationships among individuals and objects. While
playing the child handles, manipulates, explores and creates new things with what is
present around her. This helps to develop her creativity. They create things out of
clay, waste material, paper etc.

Check Your Progress

Notes: (i) Write your answers in the space given below.
(ii) Compare your answers with the one given at the end of the unit.
7. List 3 play activities that you think would promote child’s development in the
following areas;
i) Physical development
ii) Motor development
iii) Cognitive development
iv) Social-emotional development
v) Development of imagination and creativity
8. Following are examples of a few play activities, specify which aspect (s) of
the development (s) does each play activity promote. Tick mark (?) the most
appropriate alternative (s).
i) Chess –a) Physical development b) Logical thinking c) Language
development
ii) House playing – a) Imagination b) Language c) Physical development
iii) Cycling – a) Physical development b) Language c) Social development
iv) Antakshari – a) Motor development b) Cognitive development c)Language
development
9. Which of the following activities, situations do you think would encourage
creativity and imagination in children.
i) 6. year old children are given wax crayons/ water colours and told to
paint a red flower with green leaves.
ii) A group of 8 year olds were asked to make collage from leaves, flowers,
pebbles etc. they had collected from the garden.
iii) Ms. Vidya drew a sketch of “Ganapati” and put it in front of class II
children. She then instructed them to copy it on their sheets.
iv) The class III children read the story of ‘Bharat’ (Shakuntala) in their
Library books. They were encouraged to take on different roles and
dramatise the story.
v) The class IV children were asked to think of an object and using only
actions try to tell the rest of the children what that object was.

4.7 PLAY AND OTHER ACTIVITIES

You have been aware of the importance of play in the growth of a child. Here you are
going to study play as a medium to help children with problems. Play and other such
activities like music, dance, art and role play can be used as medium of self-
expression for children. Then the children are made to become aware of their
problems and modify or change their behaviour.
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Case Children at Play

“Wait there” The teacher told Jude and went into the Principal’s room. The ten year
old defiant Jude waited outside. The teacher had a long list of complaints – Jude is
aggressive, beats other boys on the slightest provocation, is defiant, etc. Soon Jude
was called in.
“Your teacher tells me that you have been fighting again”, said the Principal.
…………………………………………(No response from Jude)
“Tell me why did you beat the other boy?” said the Principal.
…………………………………………(No response from Jude)
“We are tired of you. Every other day you are brought here with some problem or the
other.”
The Principal took the cane and thrashed the boy. Jude and his teacher returned to the
class. The classes went on as usual and Jude kept crying. In the afternoon Jude was
absent. The teacher reported it to the Principal. The Principal contacted his parents
and was informed that he had not come home. It took three days for his parents to
trace him.
This incident about Jude took place in one of the schools in Tamil Nadu. We are sure,
this is not an isolated event, of this nature do occur frequently.

Activity I
● What is the problem with Jude? He is too aggressive, easily provoked and defiant.
● What are the other kinds of problems you come across with similar children?
List them below.
1. ....................................................................................................................................................
2. ....................................................................................................................................................
3. ....................................................................................................................................................
4. ....................................................................................................................................................
5. ....................................................................................................................................................

In the case of Jude, caning/ beating was given frequently both by the teachers as well
as his parents to correct him. As you saw, it was ineffective.
What are the ways in which these children are dealt with in your school? Perhaps
beating, making them stand on the bench, scolding them, preventing from playing
games, etc., are common forms of punishments. These punishments may help a teacher
to quench his or her anger or at the most to control the immediate situation. These
methods, however, have been found to cause damage to the children in the long run.
As a result of these punishments, they may develop excessive fear, develop resentment
against teachers or school or academics, and it can also cause damage to their self-
esteem.
Let us go back and see what happened to Jude. He was brought back to school by
parents. The Principal took him back with much reluctance. This matter came up
during the teachers meeting. The physical education teacher volunteered to help Jude
by giving personal attention. The Principal was too happy to hand over the responsibility
to the physical education teacher.
The physical education teacher made efforts to build a warm relationship with Jude.
He introduced Jude to various games and found him taking interest in football, every
day he made him play football for forty-five minutes with other boys after the class
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Contexts of Development hours. He held frequent discussions with him regarding the problems he had with
others. Jude, who was very aggressive gradually, started owning responsibility for his
acts. Jude soon learnt to play according to the rules. He kicked the ball with power.
His energy was spent in the game. He was made the captain of his team. The other
boys started looking up to him with respect. By the end of the year, the class teachers
noticed a mature and responsible behaviour in Jude. He was not getting into trouble
with other boys any more.

Activity II
● What do you think has happened to Jude? How did the physical education teacher bring
about the change in his behavior?
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Here the physical education teacher has used play in an informal way to help a problem
boy to over come his problems. There are others who have used play in a more
structured and systematic way to help the problem children. This is known as play
therapy. Besides play therapy, people also use other innovative activities such as role-
play, painting, music and art for helping problem children. Let us discuss these activities
one by one.

4.8 TEACHER’S ROLE IN PLAY

The early childhood teacher is the facilitator of play in the classroom. S/he facilitates
play by working with children to develop rules for safe indoor and outdoor play.
Generally there are two different perspectives of teachers about play (i)the idealized
view and (ii) the pragmatic view. The teachers with idealistic view stated that ideal
play was their own play from childhood. They related play to “the child as nature”
(Batlberg Lenz-Taguchi, 1994, Lenz-Taguchi, 1997). In this view play is something
that is natural and needing an outlet. According to them too many toys will hamper
children’s natural fantasy. A comparison of this can be seen in Piagetion perspective,
in which play is described as having a biological foundation. There is something, given
by nature, for each age that is general and stable and that transcends both culture and
time (Piaget, 1962).
On the other hand the teachers with pragmatic conception of play regarded children’s
play as an expression of culture, something that is constituted and created within the
cluture and therefore appears differently in different periods of time and in different
societies. Here this view is having a similarity with Vygotsky’s perspective on play.
Vygotsky (1990, 1995) emphasizes that children’s play often serves as a re-enactment
of what they have seen and heard from adults however in play, the child processes
these experiences creatively. He also points out that the cultural reality in which children
live in influences them.
Whatever be the differences in perspectives, it is important to highlight the role of
teachers during play of children.

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 Children at Play

Leader Allower

Role of Teacher

Facilitator

Fig. 4.10: Teacher’s role during play time of children

1. Teacher as Leader
In this, the role of a teacher is to lead activities and children are to follow directions.
The teachers are active in both planning and execution. The leader views play primarily
from a cognitive viewpoint. Mostly, the teacher-led plays are in three forms (i)
Educational Play (ii) Cheering Play (iii) Physical Play.
Music, rhymes, songs, memory games, word puzzles, board games, guessing games,
math games and imaginative journeys come under educational play. After playing a
memory game, the teacher can discuss about human brain, long term memory and
short term memory. Cheering play which usually takes a few moments, are played in
the beginning or ending of lessons to cheer students up. The main purpose of this type
of play is to motivate children for curriculum-based learning tasks. For warming up
and for physical exercise, physical play is commonly used. This type of play is often
liked to the curriculum and physical education, where play develops motor skills,
cognitive, social and emotional competencies for children.
When teachers are leading plays, they relate it with curriculum goals and are critical
of circumstances that inhibit play. Let us find out the unfavorable circumstances that
inhibit play.
2. The gap between the goals of the curriculum and the positive impacts of playing.
3. Mostly teacher-led plays give no room for creativity of children.
4. The present classrooms as learning environments are not designed for activities
other than sitting still, which restricts playing and physical activities.
5. Lastly, the activities inside the classroom do not give room for children’s confidential
performance. The children are not confident with their own desires and thought,
instead they think about what others expect from them.

2. Teacher as Allower
The role of a teacher as allower is related to the social views. S/he do not put forth
any learning demands. In relation with social views, there are four types of play (i)
pretend play, (ii) traditional play, (iii) authentic play and (iv) free play. These forms of
playing have possibilities to negotiate rules and peer relationships. It also afford social
relationships. 65
Contexts of Development The purpose of pretend play is to act in different roles which reveals creativity,
collaboration and teamwork with peers. Authentic play is considered to be the most
genuine as it is totally child-initiated. They play gilli-danda with sticks.

Fig. 4.11: Gilli danda (a traditional play)

Here no commercial products are required, children find the ‘equipment’ they require.
Through playing with environment children will learn two things : (i) learn to protect
the environment and (ii) learn to produce. Environmental play can teach children
where these materials are available, if deforestation occurs how they will get play
materials and without any shade of trees how they can play. This type of play give
them an insight to protect natural resources.
Traditional plays such as soccer, ten sticks on the board, dodge ball, cops and robbers
require more physical activity and fun. Playing covers a broad range of mainly outdoor
activities where the goal is valued as having emotional, social and physical relevance.
It is seen as important in enhancing practicing friendship and togetherness.
3. Teacher as Facilitator
Here the teacher’s role is to afford learning through play. In this role, the teacher is
acting as a facilitator. The roles of teachers and children are complementary. As a
facilitator s/he has to design play processes which include playing, elaborating and
assessing. Although the afforder covers all views of learning, cognitive and emotional
views are the most apparent. In this respect understanding the child and his/her social
context is very important. This forms as the basis for pedagogical thinking.
During planning and implementation stage of play, a teacher will face the following
questions.
● What sorts of play activity have to choose according to the curriculum?
● What opportunities will the children have to play?
● What do you hope the children will gain from the various play activities?
● How much gender equity can provide in a play?
● How do you make judgments about children’s learning through play activities?
Practical Tips for Teachers During Children’s Play
● Creating the environment (physical space, materials, resources, emotional climate,
66 length of time for play)
● Planning plays according to the curriculum Children at Play

● Mediating conflict
● Ensuring children’s play
● Supporting and scaffolding learning
● Encouraging children

Activity III
Look at your planning for one day this week. Make notes on the following questions.
a) What opportunities will the children have to play?
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b) What sorts of play activity have you chosen to structure?
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c) What do you hope the children will gain from the various play activities?
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4.9 BASIC PRINCIPLES

A teacher has to practice the following basic principles during the facilitating process:

4.9.1 Developing a Warm and Friendly Relationship with the Child

How do you show your friendliness to the child? A smile is an indication of warmth
and friendliness. When you meet a child a few words of greeting can establish rapport.
A pat on the back of the child can show your love for the child. You can express your
warmth also through your tone and voice. If you don’t find the child to respond to your
friendly approach, don’t get discouraged. Keep your friendly approach throughout the
activity in which he or she is going to be involved.

4.9.2 Accepting the Child

Complete acceptance of the child has to be shown. How would you show this by your
behaviour?
1. By avoiding criticism
2. By not showing impatience
3. ………………………………………………………………………………
You can show acceptance by maintaining calm, steady and friendly relationship with
the child. Never show impatience. You have to guard yourself against criticism or
negative comments. The child is very sensitive, s/he can up even veiled rejection
through words or actions.

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Contexts of Development 4.9.3 Establishing an Atmosphere of Freedom
The child should enjoy freedom during the activity time. Give the feeling to the child
that the child is on his/ her own. No one tells the child what to do or how to do. The
child does whatever he or she wants and the way in which he or she wants.
Sometimes there are some timid children who sit during the activity time doing nothing.
This is generally true during the initial sessions. Here we are tempted to influence the
child to do something. This is not freedom. If the child prefers to sit and watch, it has
to be respected. On these occasions we can make such remarks as “you find it difficult
to stand, or may be you prefer to sit and watch”. It takes time for these children to
warm up and we need patience.
Sometimes the children may give vent to their most aggressive and destructive impulses.
They may scream, fall or throw sand around. Don’t attempt to stop the child. This is
the first stage, from here the child can be taken to more constructive bahaviour.

4.9.4 Recognition and Reflection of Feelings

The important aspect during these activities is recognizing the feelings expressed by
the child and reflecting back those feelings to the child in such a way that the child
gains insight into his/ her behaviour.
The child’s play is symbolic of his/ her feelings. We have to pick up his/ her feelings
and interpret it to him/ her. Let us see the following example:
A timid child during the play time played with the family of dolls. She put a little doll
close to the mother and another one away from the mother. When the teacher got into
a conversation with the child, she narrated that the mother is too much involved with
the younger sister. The teacher expressed “you feel bad that the mother does not pay
any attention to you and she pays attention only to the sister”. Thus when the teacher
catches the feeling that is expressed and explains that to the child, the child further
moves from there and you can actually see the child gaining insight.
Examples
1. The child takes the father doll and buries it in the sand and says let us not see
him. What is the feeling expressed here?
(Hint: Hatred towards father could be one answer.)
2. The child pinches and pulls the hair of the doll. What is the feeling expressed?
(Hint: Anger.)

4.9.5 Maintaining a Respect for the Child

We have to respect the child’s ability to solve his or her own problems. The child has
to take the responsibility to make choices and to bring changes. Only then the change
will have lasting value. No pressure is to be applied, the child gradually changes his/
her behaviour on his/ her own. It starts with little things and spreads throughout. But
our respect for the child we help the child achieve self-confidence self-respect and
self-esteem. All these things occur during the activity time.

4.9.6 The Child Leads the Way

The child does things, as he/ she likes. We don’t give suggestions. If the child wants to
make something out of clay we don’t say make this figure or make it this way. The
child leads the way and we follow it.
It is possible in a small group play, one child is completely dominated by other children
and even on such occasions it is advisable that we don’t interfere. The child has to
68 realize that he/ she is being dominated by others and move out of it on his/ her own.
4.9.7 Don’t Hurry Children at Play

Change in behaviour is a gradual process. We don’t hurry up. When the child is ready
to express his/ her feelings he/ she will do on his/ her own. Timid and shy children take
two or three sessions to feel and express themselves. If the child is not making any
progress even after two or three sessions, we need to examine why the child is so
resistant. Keep always in mind that the process of change is always slow and gradual.

4.9.8 Setting Limits

Though we provide enough freedom to the child during the play session, yet we need
to establish limitations that are necessary to bring the child to the world of reality and
make the child aware of his/ her responsibility for his/ her behavior.
● The child cannot be allowed to break things. Suppose the child picks up a block
and aims at the glass window, we can say ‘Don’t do that, if you want to throw,
throw it down here’. In spite of your telling the child not to throw the block at the
window if you still suspect that he/ she is going to do it, you can physically
prevent it, without getting into a fight with the child. Don’t show rejection.
● Time is an important element. If you have fixed that each session will last forty-
five minutes then make the child know about it. If the child wants to play beyond
the time, don’t allow it. It is not advisable to extend the time limit at the request of
the child.
● The child cannot be allowed to physically attack the teacher or other or hurt
himself/ herself.
These limits remind the child of responsibilities and bring the child to reality.

Check Your Progress

Notes: (i) Write your answers in the space given below.
(ii) Compare your answers with the one given at the end of the unit.
10. Which of the following do you think would help in promoting play
i) Teaching with the help of play activities
ii) Making available play equipment
iii) Deciding for children what they will play
iv) Providing free time during schools hours for play
v) Insisting on finishing a certain game before going on to the next
vi) Reducing the load of home work
vii) Deciding for the children who they will play with
11. Suppose you have taken a lesson on ‘Wild Life’. You have to tell the children
about animals and birds, their eating habits, their habitat, etc. Devise a play
activity to teach these concepts in your class.
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Contexts of Development
4.10 INVOLVING PARENTS
Parents play an important part in preparing their children for kindergarten and
elementary their children for kindergarten and elementary school. They are essentially
the first educators in a child’s life, and can provide a supportive learning environment.
Some of the reactions to the statement “Children have a Right to Play” tell us about
the attitude of parents about play.
Father : “Right to Play?” They play all the time anyway. Go and do some seciour work
instead of play.
Mother : “Enough is enough”, only three months are left for the final exams. No more
play, no TV, no computer. You must concentrate on studies and only on studies”
The above highlighted reactions indicate the parents” prospective of play. But the
Convention on the Rights of the Child Stated that “the child has the right to leisure,
play and participation in cultural and artistic activities”. (UN-CRC, Article 31). Parents
are an important part of every child’s life. They provide many teaching experiences
even before formal education begins. The efforts of a teacher in promoting play and
other activities would be incomplete if the parents are not involved in it. A child
spends a larger amount of her time at home and it is very important that the
parents are aware of the role of play in the development of children.
In addition to peer play parents should also find time to play with their children. Children
should know that the adults in their lives want to spend time with them doing what
children want to do. While playing with children, parents should get down to the child’s
level : if the child is running, parents should also be running. When children do not need
adults company, they often let them know by ignoring the parents or shifting to other
activities.
Children imitate their parents actions in play by re-creating them. This allows them to
gradually become more advanced and competent in their play skills (Marzollo &Harper,
1972). Sometimes, adults do not approve of the way children play. They may direct
children ho who use a toy in a ‘right way’. It is also important on the part of parents to
provide their children with ample time to play throughout the day. Children with special
needs often take more time to actually play. The following is a charter which reflect
the time when children play their best.

Charter for Children’s Play

Children play best :
When adults are watchful, but not intrusive, when safe ground lends courage to their
discoveries and adventures.
When their trust in life is whole, when they welcome the unknown, and are fearless.
When their games are free from adult agendas and when their transformations require no
end product.
When their senses are directly engaged with nature and the elements.
When they are free to become gatherers, makers, and world creators in their own time and in
their own ways.
When they can play with others and make relationships.
When they can play alone, be solitary and private.
When they can become newselves through their play with others and in their own imaginings.
When they can reveal themselves, their joys, sufferings, and concerns, without fear of
ridicule, and when mystery and imagination are not denied by fact.
Source : Jenkinson, S. (2001). The Genius of Play : Celebrating the Spirit of Childhood.
Stroud : Hawthorne Press (p.129).
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 Children at Play
Check Your Progress
Notes: (i) Write your answers in the space given below.
(ii) Compare your answers with the one given at the end of the unit.
12. Why is being physically active important for children? As a parent/adult how
can you help children be active?
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The teacher can call group meetings with the parents and discuss with parents the
importance of play and possible negative effects of play deprivation. She can suggest
ways of promoting play experiences at home e.g. she can suggest to the parents not to
push their child too hard and not to emphasize too much on competition and achievement.
The parents can also regulate the time spent on studying, playing, viewing television
and doing other activities so that the child does not end up spending too much time on
one activity and none on the others.
The parents can also accompany the children on outings and field visits as volunteers.
Parents who are talented in a specific art for example, dance, music, art and craft,
etc. can take hobby classes for the children after school once or twice a week.

4.11 ALL WORK AND NO PLAY

Case I
i) Meena, a 10 year old, leaves for school at 7.30 a.m. and comes back around 2.30
p.m. She has lunch, and rests for some time. Around 4.00 p.m. she opens her
books and starts doing her home work. Finishing her home work takes at least 1
½ to 2 hours. Then, if it still hasn’t dark, she goes out to play.
Sometimes she gets half an hour to play and sometimes none at all, either because
she has more homework to do or because she has to prepare for a class test to
be taken the next day. The study must be finished before 8.00 p.m. because she
hates missing the T.V. programmes.

Case II
ii) Rajiv is a student of class V. Like Meena, he also leaves for school at 7.30 a.m.
and comes back at 2.30 p.m. He also rests for some time and then starts doing
his home work. However, unlike Meena he does not get even half an hour to play
in the evening, since, he goes for tuition everyday for Maths, Science and English.
In addition to his school homework, he also has to finish the work given by the
tutor. T.V. programmes again are not to be missed.
Meena and Rajiv are not the only ones who are facing this kind of a situation. A large
number of children today are facing a similar problem. What do you think could be the
reason for this?
In our schools today the children are taught keeping in mind the view that there is a
clear distinction between play and learning. The education system firmly believes
that the children are in school to learn and not to play, without keeping in mind that
children can learn even better through play activities. As a result most of the time is
devoted to teaching children by the ‘chalk and talk’ method and a very small portion
of time is left for playful activities. The teachers generally follow the sole memory
method. Very rarely are play and other activities used in a creative manner as teaching 71
Contexts of Development aids. There is a definite lack of emphasis on use of play and play materials in
the education of children.
Even at home a major chunk of time is spent on homework that the child is
expected to bring to school the next day. The parents are often very ambitious for
their children. They pressurize their children to excel in studies. A considerable amount
of time is thus spent by the child in doing school work. Whatever time is left is often
taken up by television . Children usually give up their play time to watch programmes
on the television
The situation is different for children in rural and urban areas. Some of these
children may have a lot of time in their hand that can be spent in healthy playful
activities. This time is, however, spent on roaming in the streets and there is a complete
lack of direction or organization or adult guidance in their play. Some children, especially
girls, have to spend their time doing household chores and caring for their younger
brothers and sisters. There is hardly any time left to themselves to spend as they
wish to.
Lack of play may have long lasting effects on the over all development of the child.
A child who is constantly pouring over her books or watching television will hardly
get any physical exercise and as a result her physical development may get
affected.
She may not attain her full growth potential. Her posture, spine and eyesight may get
affected.
The child will not enjoy her studies or household chores because they are being forced
upon her.
Not being able to interact freely with other children during play would affect the
development of social skill in the child and she may become shy and withdrawn.
She will not get an opportunity to develop her imagination and creativity.
She will not get an opportunity to express herself freely and without inhibitions. This
will curb her imagination and creativity. The pent up energy and the feelings, tensions
will and conflicts that are expressed during play will either remain inside her, or will be
expressed in undesirable forms like aggression and anger. This may lead to social and
emotional problems in the child when she grows up.
Play thus has a very important role in the all round development of children. Lack of
play experiences may seriously affect the development of the child.
What can we, as teachers, do to provide children with the maximum play
opportunities?

Check Your Progress

Notes: (i) Write your answers in the space given below.
(ii) Compare your answers with the one given at the end of the unit.
13. Refer to illustrations (i) and (ii) of this section. What do you think could be the
possible effects of play deprivation on Meena and Rajiv.
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 Children at Play
4.12 LEARNING CAN BE FUN
Children sometimes get bored with always sitting in the class and studying from books.
You can use your imagination to make the learning process more interesting
for the children. Play and other activities when used as a means of learning
can make learning fun.
Various games can be used to teach children. We will give you an example of such
game. You can think of any number of games according to your needs.
Any number of children can play this game. Two lines are drawn on the ground to
represent a river. One child is made a crocodile. The ‘crocodile’ will stand between
the 2 lines. Each of the other children would then go up to the crocodile and ask her to
let them pass. The crocodile will let them pass only if the child can answer the question
asked by the crocodile can ask any question. e.g. the capital of any country, table of 5,
the opposite of a particular word, etc. the questions asked depend upon the age of the
children playing the game. Each child has to then jump across the ‘river’ the width of
which can vary with age. When all the children have passed, the crocodile will run
after them and who ever he catches will become the next ‘crocodile’.
In addition to games, activities can be conducted in class to teach the children. The
teacher can improve and adapt various activities according to the topic she is
teaching. For e.g., when teaching about water and the living beings that are found in
water, a tub of water can be placed in the class. The children can be given paper and
scissors to cut and make whatever they think lives in water. They can then put these
paper cuttings into the tub. The teacher can then have a discussion about each and
can add whatever the children have missed. The discussions can be open with full
freedom for children to participate. Activities like quizzes, debates, etc. can also be
organized.
Dramatization can be used very effectively to teach children, e.g. in history class,
scenes and events from history can be acted out in class by the children. Children can
also act out the movements, functions, sounds, etc., made by various things related to
the topic of discussion e.g., during the discussion on transport, they can act out various
scenes like traveling in a bus, railway platform, riding on camels, etc.
Children learn much better through what they actually see. The teacher can take
children to observe the things around them like a field, a poultry farm, a factory, a
dairy, a potter, a carpenter, etc. If possible they can be taken to museums, libraries,
etc. Children can learn a lot on picnics too.

4.13 LET US SUM-UP

It is the child’s own attitude that determines whether an activity is play or not. Work
becomes play for a child if she is enjoying the process of doing it.
‘Play’ has a very important role on the all round development of the child. It helps in
promoting the physical. Language, cognitive, socio-emotional and creative development
of the child. Children today often do not get enough time to play. Factors like the load
of home work and study, television, burden of household chores, etc. are affecting the
play time of children. This can have long lasting effects on their personality. They may
not attain their full growth and creative potential may not be able to express themselves
freely, may be socially and emotionally maladjusted when they grow up. Teaching in
class is done primarily by the ‘chalk and talk’ method, making lessons dull and boring
for the children. Learning can be made fun with the help of play and other activities.
It is up to the parents and teachers to find ways of encouraging various kinds of play
in children, making learning both more effective and enjoyable.
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Contexts of Development
4.14 UNIT-END EXERCISES
1. Plan a week programme of play and other activities that you think would promote
the all round development of children.
2. Prepare a circular for the parents, describing in brief the role of play in the
development of children and the possible effects that play deprivation may have
on children.
3. Organize a programme for parents and demonstrate how play and other activities
can be used for teaching.

4.15 ANSWERS TO CHECK YOUR PROGRESS

1. Play activity does not include the following criterion :
(i) Long-term result
2. (i) It is a play because 8 years old child is doing it on his/her own free will.
(ii) It is a non-play activity because the 10 years old child recites the poem as
the teacher has asked to do.
3. (i) (a)
(ii) (c)
4. Mrs. Sharma is not right in her anxiety. As Uma is 2 year old, she likes to play
independently alongside with other children. At this stage, children don’t like
much interaction.
5. (i) Solitary play
(ii) Cooperative play
(iii) Parallel play
6. (a) Physical and Motor Development
(b) Language Development
(c) Cognitive Development
(d) Social Development
(e) Emotional Development
(f) Development of Imagination and Creativity
7. Physical development
● Rope skipping
● Hopscotch
● Cycling
Motor Development
● Racing
● Jumping
● Tree climbing
Cognitive Development
● Langdi tang
● Word puzzles
● Play music
Socio-Emotional Development
● Dramatic play
● Role-Play
74
● Writing stories
 Development of Imagination and Creativity Children at Play

● Dramatic play
● Clay-modeling
● Drawing
8. (i) b
(ii) a
(iii) a
(iv) c
9. iv, v
10. i, ii, iv,vi
11. A role-play can be conducted (you can write other play activities also).
12. Play can :
● Promote healthy growth and development
● Build strong bones and muscles
● Improve balance and develop skills
● Help relaxation
● Provide opportunities to make friends
● Improve self-esteem
● Maintain and develop flexibility
● Improve posture
As a parent to make children active :
● Encourage active play in the backyard
● Go bike riding
● Walk with your child to a park
● Limit the amount of time your children are allowed to spend watching
television, playing on the computer and surfing the internet.
● Play different games with him/her
13. Write your own observations.

4.16 SUGGESTED READINGS

1. Dunlap, L.L. (1997). Play Time at Home. An Introduction to Early Childhood
Special Education. Retrieved from http://www.education.com/reference/article/
play-time-home
2. Rich, Daine. (Dec.2005). Importance of Play. Nursery Education. Retrieved
from http://www.rich learning opportunites.co.uk
3. Indira Gandhi National Open University. (1999/2011). Certificate in Guidance.
NES-102, Block 2, Unit 8. New Delhi: Indira Gandhi National Open University.
4. Indira Gandhi National Open University. (1999/2011). Certificate in Guidance.
NES-104, Block 2, Unit 8. New Delhi: Indira Gandhi National Open University.

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