Session 3

Session 3: Developing Through Play

 

Inquiry 2: Characteristics of Play

 

There are five characteristics of play that must be present in order to truly call an experience play. True play experiences promote development in all areas (social-emotional, physical, creative, intellectual, and language). It is essential that child care providers know these five characteristics of play so that they can ensure they support play in child care environments.

 

The five characteristics of true play include the following:

 

• The child must freely choose the play experience.
  
  Example: Joshua wanders the room and decides that he would like to make a picture at the craft table.

• The child directs the play.
  
  Example: Joshua decides to make a picture for his mom. He chooses feathers, ribbon, and lace to glue onto a piece of green construction paper.
  
  
• The child has a reason or goal for being involved in the experience.
  
  Example: Joshua enjoys making his picture and is excited to give it to his mom when she picks him up after child care.
  
  
• The adult follows the child’s lead.
  
  Example: Joshua asks the child care provider if he can use some string, which is not already on the craft table. He explains that he needs the string for a handle. The child care provider says, “That’s a great idea,” as she looks for some string.
  
  
• The child is not expected to produce or complete a product.
  
  Example: Joshua decides that his picture is complete and puts it in his cubby.

The focus of play should not be on the final product; rather, the focus should be on the experiences of the child as she or he experiments. Sometimes child care providers focus too much on the final product (e.g.; a block tower that is built or a painting that is finished).

 

Not all play is of equal value. Some forms of play provide positive experiences, while others are of less benefit to the child. Less desirable play experiences include the following examples:

• overly aggressive play; e.g. playing kung fu after watching a kung fu cartoon, playing cops and robbers while shooting at one other, and needing to always be “the boss”
  
  
• repetitively playing in the same way with the same materials; e.g., always needing to take on the same role, such as the mother, in play
  
  
• failing to focus on any play activity for a long time; e.g., moving without purpose or plan from one activity centre to the next, difficulty maintaining focus

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