Play is paramount to the secure development of children transitioning to school.

With schools in Scotland currently on their summer break, this got me thinking back to my time in settings where the emphasis was on the perceived need for ‘school readiness’ and how we should deviate from our usual diet of play opportunities for those children about to transition, but is that right?
With many more years in the sector under my belt, I know that play is paramount to the secure development of preschool children, as it encompasses a wide range of activities that support their cognitive, social, emotional, and physical growth. In Scotland, “Realising the Ambition” emphasises play-based learning as a fundamental approach in early childhood education (Scottish Government, 2020).

However, there is a concern that play may be neglected or undervalued due to an increasing focus on “school readiness.” Let’s explore the definition and importance of play in early childhood, discuss its role in creating a secure environment for children, examine the potential impact of prioritising school readiness on play-based learning approaches, and provide strategies for balancing both aspects effectively.

Play can be defined as a voluntary engagement in enjoyable activities that are intrinsically motivated and allow for exploration and creativity (American Academy of Paediatrics, 2018). It is essential in early childhood because it supports various aspects of a child’s development. Through play, children engage in problem-solving tasks that enhance their cognitive abilities (Nagaraj & Rajaraman, 2021). They develop language skills by engaging in imaginative play scenarios where they communicate with peers or adults. Moreover, social interaction during play helps them learn important skills such as sharing, taking turns, and resolving conflicts (Lee et al., 2022).

In terms of emotional development, play provides opportunities for preschool children to express and explore their emotions. By engaging in pretend-play scenarios involving different roles or characters (e.g., playing house or superheroes), they learn to understand others’ perspectives and manage their own feelings (DiPietro-Wells et al., 2019). Play also contributes to physical development through active movements such as running, jumping or climbing. These physical activities foster motor skills while promoting overall health and well-being among preschoolers (Li et al., 2022).

Furthermore, play plays a crucial role in creating a secure environment for preschool children. It allows them to feel safe and explore their surroundings at their own pace, promoting a sense of trust in their caregivers and the environment (Scottish Government, 2020). When children engage in play with supportive adults or peers, they develop self-confidence and a positive self-image. They learn to take risks, make decisions, and solve problems independently. Additionally, play provides opportunities for preschoolers to practice social skills such as empathy, cooperation, and negotiation (Scottish Government, 2020). These experiences lay the foundation for healthy relationships later in life.

While play-based learning is highly valued in early childhood education, there is a tendency to prioritise ‘imagined school readiness’ over play-based approaches.
School readiness refers to the acquisition of academic skills that are believed necessary for success in formal schooling (American Academy of Paediatrics, 2018). This emphasis on academic preparation may lead to decreased time allocated for play-based activities. However, neglecting or undervaluing play can have negative consequences.
Research suggests that excessive focus on academic achievement during early childhood may result in increased stress levels among young children and hinder their overall development (Nagaraj & Rajaraman, 2021).

To balance school readiness goals with play-based learning effectively, educators can incorporate both aspects into daily routines.
They can create an inclusive curriculum that integrates academics within engaging and meaningful play contexts. For example, math concepts can be introduced through building blocks or counting games during free play sessions. Teachers should also provide open-ended materials that encourage creativity and problem-solving skills.

Educational settings that successfully balance both aspects often involve collaboration between teachers and families. Parents should be informed about the importance of play in secure child development and encouraged to support it at home. Open communication between educators and families helps ensure consistency across different environments.

I think we can conclude that play is paramount to the secure development of preschool children because it supports their cognitive, social, emotional, and physical growth. While there is potential neglect of play due to an emphasis on school readiness, it is crucial to recognize the significance of play-based learning approaches in early childhood education. By integrating both school readiness goals and play-based learning effectively, educators can create a balanced approach that promotes optimal development for young children.