Adult perspectives on play in early childhood

Abstract

The aims of this study were to investigate (a) the value which Kindergarten assistants, Year 1 teachers, and parents attribute to play in early childhood development; (b) the differences in adults' perceptions and opportunities provided for play as children progress from non-compulsory to compulsory education; (c) the extent to which the onset of compulsory education in Year 1 affects teachers' and parents' priorities with the possibility that play is neglected; and (d) the role of adults in children's play. In the local context, anecdotal evidence suggests that the pressure of examinations leads to formal education from as early an age as possible. This may be happening to the detriment of play which has long been established as an appropriate pedagogical approach for learning in early years. In the current study, data were obtained through 301 questionnaires collected from 20 Kindergarten assistants, 17 Year 1 teachers and parents of children in these classrooms. Results indicate that adults are aware of the importance of play and values which are attributed to such activities. A difference in perspective was noticed between parents of Kinder 2 and Year 1 children. Some parents believe that when children enter the first years of primary schooling (Year 1 and Year 2), less play activities should take place in order to make more time for formal teaching. Most participants agreed that when an adult is involved in children's play, the activity is of a higher quality and the children's skills can be further developed. Not all participants agreed that solitary play and play with other children in the absence of an adult is beneficial for the children.