Things to know about the power of play
Play is the foundation for early learning in South Africa
The importance of play as a right of all children and in early learning and development is deeply embedded in South African policies and laws. Play is one of the key areas identified in the National Plan of Action for Children in South Africa: 20122017, establishing it as a right of children, and being important for learning, linking it to recreation, and that children with disabilities must be included in play. Similarly the Children’s Act No. 38 of 2005 sets out that engagement in play is an important consideration when dealing with children. In addition, in the department of health’s The Road to Health booklet, the importance of play is emphasised as part of the health promotion messages, together with feeding practices and communication advice. The South African National Curriculum Framework for Children from Birth to Four entrenches play as the cornerstone for all learning for young children. It outlines how babies and young children learn when they play. This focus on play-based learning continues and is further enhanced in the National Curriculum Statement: Foundation Phase for children from grades R to three. The recently approved National Integrated Early Childhood Development Policy sets out play as one of the underpinning principles of the policy and as an essential part of early learning and development. While the importance of play is well captured in the policy and curriculum statements, it is more important that it is understood and implemented by parents, caregivers, practitioners, health professionals, educators, social workers and other persons working with young children. It requires knowledge and action — our future depends on it.
Play is the key that parents can use to unlock their children’s potential
Children love to play. In play children are given the opportunity to use their imagination, be creative, problem-solve, socialise, communicate and develop a range of skills required to be successful in formal education. Too often parents, practitioners and adults disregard the importance of play in early childhood. This is evident when parents insist that children stop playing in the sand pit and insist that learning has to happen with a pen and paper in hand. Quite the opposite is required if we want our children to be learning. They should be playing: as they learn as they play. If an adult is able to play alongside the child, talking to the child about what they are doing, powerful learning in the child is unlocked.
Play can include children with disabilities in early childhood development
Play is a facilitative and essential tool to ensure that children with disabilities participate fully in an inclusive and rights-respecting society.
The Convention on the Rights of Persons with Disabilities is very clear that “children with disabilities have equal access with other children to participation in play, recreation and leisure and sporting activities, including those activities in the school system”.
Play should counter gender stereotypes
Play is often the mechanism through which children learn gender-specific behaviour and, unfortunately, more often than not, it is the tool through which stereotypical gender roles and expectations are reinforced by parents, families, communities and educators alike.
Play also provides us with a powerful means to counter stereotypes, teach children about gender equality, tolerance, empathy and sharing while inculcating the value of promoting peace, equality and healthy relationships.