ABSTRACT
Throughout history, scholars have viewed play as the natural “medium” of childhood, through which learning occurs in physical, social, emotional, language, moral, and cognitive realms (Bergen, 1998). Although defined in many ways, all definitions share a few characteristics that are usually agreed upon. For example, play requires physical and mental activity; it is enjoyable and thus internally motivated; it is flexible and elaborative rather than static; it allows risk-taking without dire consequences; and it permits the creation of “realities” that are under child control and direction. Perhaps because play is such a pervasive characteristic of childhood, many well-renowned theorists have pondered the meaning of play and hypothesized about its purposes. Theorists have related most of its purposes to learning outcomes. For example, classical theorists have stated that the purpose of play is to:
organize and make meaning out of experiences; that is, to construct knowledge (Piaget, 1962);
socially construct knowledge and learn self-regulation (Vygotsky, 1967);.
master and gain control over social and emotional experiences (Erikson, 1977);
obtain one’s preferred arousal level required for effective performance and maximum learning (Berlyne, 1966);
insure survival of the human species by encouraging flexible thought and ability to adapt to uncertain and changing conditions (Ellis, 1998).
