ABSTRACT
Sensory awareness is the starting point of the learning cycle and curiosity is the driving force of exploratory play. But it is a sense of social playfulness that predisposes children to seek social interaction and propels them from solitary exploration into social play and learning from others. Games are not always formal affairs with complex rules; sometimes they are simple playful interactions, but fundamental social rules like turn taking can evolve from participating in them. Sometimes games can spring from experiences of chance like tossing a coin or turning a card. Games usually provide differentiated learning opportunities because in most contexts there are different levels of participation for different pupils, such as when a mixed group is involved in a creative art session making hand prints. Establishing serve and return partnerships is important in nurturing play responses.
