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When play becomes a serious business

15 Feb 2008

A report in the TES debated on how play is defined with the forthcoming introduction of the EYFS. One side of the argument focused on play being undermined by the developmental targets of the curriculum. However, on the other hand there is the view that the EYFS will in fact encourage and enhance children's creative play.

Sue Palmer, literacy consultant, was quoted in the article and said, "Play can mean anything that isn't work. The important difference is between free-flow play and structured play. The foundation stage is about structured play. It is play controlled by adults. It is predicated on an educational approach and that is what I'm opposed to. The reading and writing targets dominate it. I want children to read and write, but I think what is stopping them is the loss of other parts of childhood."

However, Kathy Sylva, Professor of Educational Psychology was also quoted arguing that settings with both good educational and social and behavioural outcomes have a fifty-fifty balance of teacher-led activities and free play. She also said, "Guided doesn't mean sitting on the mat. Baking a cake is something children couldn't do in free play."

It was also noted in the article that a paper for the Primary Review found that imaginative play can enhance a child's thinking, reasoning and understanding but this needs a teacher's intervention for it to be successful.

The need for some sort of standardisation in the early years was highlighted with findings in 2002 showing that 30 per cent of day nursery staff were unqualified. The article concluded that the most important element for successful child's play to help them develop and prepare for adulthood is the teachers themselves rather than the curriculum.

(TES, 15 February 2008)

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