ABSTRACT

This chapter defines play, examines how it contributes to early childhood development, and provides evidence for why it should be included in early childhood education classrooms. The chapter describes play as an activity that is self-chosen, non-literal, intrinsically motivated, active, process-oriented, and emotionally meaningful. It reviews the theories of great thinkers for why play is beneficial. Surplus energy and recreation theorists suggest that play is something young children do to revive after long stretches of sitting still or concentrating on school work. Practice theorists believe that play allows children to practice skills they will need in adulthood. To psychoanalytic theorists, play helps children to cope with anxieties and fears. In contrast, cognitive and sociocultural thinkers believe that what is most critical are play’s intellectual benefits, including self-regulation and symbolic thought. The play communication theory suggests that play helps children to learn skills for conveying ideas to other people. Each theory holds practical ideas for teachers of young children. The chapter cites a large body of research confirming that play is important for all areas of development. Study findings on the benefits of play can guide teachers in planning and teaching, and in advocating for play in school.