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Play
The Way Children Learn

Michelle Sorce
UW-Milwaukee Leadership Credential
July 2015

Problem Statement
According to the Oxford dictionary play is defined as engage in activity for enjoyment
and recreation rather than a serious or practical purpose. Play is much more than
recreation or an activity for enjoyment, play is how a child learns. According to Jeff
Johnson in his book Let Them Play An Early Learning (Un)Curriculum, he describes
play as, Play is how we learn, how we make friends, how we find meaning in life (6).
The challenge with letting children play is that society does not see this as a way
children learn. Instead, society places a high value on academics to show how much a
child has learned. Research completed by Ferguson and Dettore Jr, in their book, To
Play or Not To Play is it really a question? states, Unfortunately, the push for
academics has negatively affected the play-based curriculum in preschool and
kindergarten classrooms. The challenge for early child care professionals is to
advocate for children the importance of play in the early years. The goal of this project
is to develop and offer training for early childcare professionals about the importance of
play in the early years, address adult misconceptions of play and give support for the
use of a play base curriculum. Research will show support for the importance of a playbased curriculum during the early years.

Literature Review
Learning Theories
Research shows that human beings are born with an innate desire to explore,
experiment, and imagine new possibilitiesin a word, to innovate(26) according to
Wagner in his book, Creating Innovators. Children are innovators when they explore
how things go together, how to belong to a group of friends or how things do what they
do. Children learn this through play. Brain Insights developed activity cards for each
age from birth to five. The activities on these cards have various activities to develop
the brain while playing. The backside of the card for Play with me while Im three,
states,
These early connections have an enormous impact on your childs
emotional development and learning. Everything you do is developing
your babys brain Play and love are the experiences your child needs
most.

Vygotsky described play as requiring players observe and restraint themselves in a

journal called Play and Self-Regulation Lesson From Vygotsky by Bodrova, Germeroth
and Leong (113). This can be compared to Mind In The Making by Galinsky Skill One:
Focus and Self Control, where Galinsky describes the importance of learning how to
have self-control. During play, the children involved need to be able to control their own
feelings and actions. Children will learn these skills and many more life skills during a
time that many childcare centers call play time. During this time children are able to
select an area of their environment and play in that area, it is during this time that
children learn many skills that will help prepare them for the skills that they will need
when they enter their formal education years. Vygotsky is known for his theory on

social development. When a child plays, they are learning how to meet their needs, and
as a child grows and matures their style of play will change to meet the various needs
during development of a child. A child will play with a block only as a block either
stacking them on top of each other or laying them out. As a child matures the block can
become many other things that will meet the childs needs, if the child needed an
airplane the block might take on a new role as an airplane. When a child begins to play
using an object for something other than its true purpose this would be the beginning
stage of the childs imagination as the child develops a higher level of thinking. In the
book From Play to Practice Connecting Teachers Play to Childrens Learning by Nell
and Drew they explained Vygotskys different levels of learning, learning takes place
when a child is challenged, but not frustrated. (19). If a child already knows and
understands the materials the child is not learning, but if the material is too difficult then
the child could become frustrated and no learning will take place. A child will learn the
most during the zone of proximal when they have someone who is helping them that
has more knowledge then they do and they work together on the materials. Vygotskys
theory of zone of proximal is the range of a childs learning ability in a situation. Child
learn most while playing with materials, manipulating them, finding out what works, what
doesnt work, and playing with other people.
Piaget views play for child as a way of learning that begins at birth and continues on.
Piagets theory on play is that it will evolve into different stages as the child grows up.
Play begins as imitating, to symbolic play, to play with rules. These stages of play all
have a purpose for the childs development. A child who begins to imitate is beginning
to build a relationship with another person. A child who understands symbolic play is

developing their imagination and building a vocabulary. A child who is playing with rules
is developing many social skills such as taking turns, how to compromise, how to follow
rules and how to negotiate. Also during these stages of play, large and small motor
skills are developing and the skill of trusting someone is being developed. Piaget uses
the term adaptation when talking about play and children. Adaptation is how a child
adapts or adjust to the environment or situation they are in, Play is a way in which
children can experience, practice, and strengthen the adaptive process and transfer it to
other life situations (18). Play when provided in a safe environment and with caring
adults will enable a child to try new things which will develop their curiosity and foster
their learning.
Stuart Brown is said to be a pioneer in research on play. Brown explains how the
development of the brain can be related to the childs play. During play the brain of the
child is making connections and these connections are being strengthened.
Connections that are not being made will soon stop existing by pruning. These
stronger connections that are being made will help the child develop learning skills
which they will be able to use for their life time. Research that Brown and Vaughan
completed in 2009 found there is anecdotal evidence that play enables the brain to
work better and engenders emotionally optimistic feelings: Play seems to be so
important to our development and survival that the impulse to play has become a
biological drive. (15). Play is something that doesnt just happen, it is hard-wired in
our brains. The more we offer play to a child the more connections happen in their
brain. These connections stimulate a positive emotion for the child. In the book From
Play to Practice Connecting Teachers Play to Childrens Learning Brown states, that

without these positive emotions, the activity is simply not play. Play, then, is an
essential commodity for a well-balanced and happy life. (15). Play develops curiosity in
a child and curiosity develops problem solving skills. Problem solving skills that are
developed in the early years of a child will help equip them with the skills that they will
need to solve problems later on in their life including academic problems besides life
skill problems.
Jeff Johnson in his book, Let Them Play An Early Learning (Un) Curriculum makes a
statement that is supported by Peter Gray, research professor of psychology at Boston
College, that Play is an inborn learning strategy (5). Brain research has shown that
the brain is wired for learning and when we stop learning our brain will also stop
learning. The big question that Jeff kept asking himself was, what is the best way for
children to learn? Young children learn much more when using the heuristic activities
then algorithmic activities approach. Algorithmic approach is a step by step activity.
First we do this, then this step and the last step is this. This style of learning is for
elementary school once a child has learned the basic. The heuristic approach to
learning is trial and error, hands on, problem solving and experimental. Children are
learning to think on their own, take risk, be creative and develop skills needed to
complete the task they are doing. Jeff Johnson encourages heuristic style of learning,
The best learning experiences are heuristic in nature and depend on the child being in
control of her efforts. (23).
Two very simple words go play have very different meaning now than they did years
ago. Today go play when told to children now mean, electronics. Young children are
slowly losing their ability to socialize with their peers due to more children are using

screen type of devices for talking to each other instead of verbal communication.
Children are also slowly losing their creativity with electronics. Jeff Johnson believes, It
is time to change course and reestablish free, open, child-led, and abundant play as the
primary activity of young children. It is time for an (un)curriculum. (23). True play is
child selected and child ready it is not in the toy or material that the child is using, it is in
the technique, how and what the toy/material is being used for while the child is playing.
How is the child using the knowledge that they know about the toy/material and putting
it into use, have they thought outside the box for the use of it for their current needs
are.
Children and Learning
The Wisconsin Model Early Learning Standards (WMELS) Guiding Principles includes a
principle regarding the importance of play in the early years of a child, The WMELS
reflect the belief that children should be provided with opportunities to explore and,
apply new skills through child-imitated and teacher-initiated activities, and through
interactions with peers, adults, and materials (10). To help support this principle the
authors have listed various areas in a classroom and explained how they are learning
during this play time. An example is when a child is climbing or riding a toy they are
learning the following skills: Cognitive they may be counting the steps or plan where
they are going to be riding their toy, they will need to plan a path to take from one point
to the other point while watching for other children. Physically they are learning to use
various muscles, balance control and how to coordinate hand over hand for climbing
and pedaling a bike. Socially they are learning how to interact with others and waiting
turns. A study completed by Alison Gopnik from Massachusetts Institute of Technology

was published in March 2011 Slate.com stating Its more important than ever to give
childrens remarkable, spontaneous learning abilities free rein. That means a rich,
stable and safe world, with affectionate and supportive grown-ups, and lots of
opportunities for exploration and play. Not school for babies
(www.slate.com/id/2288402/). This study gives support that children learn mainly during
play time than from direct teaching. Babies are born with the natural ability to learn by
play and developing a relationship with their caregiver (parents or child care provider)
where they learn to trust that their needs will be taken care of. We understand that play
is learning, but what is play? According to The Free Definition, their definition of play is,
To occupy oneself in an activity for amusement or recreation: children playing with
toys. This definition tends to have someone believe that play happens when you are
having fun with someone or with a toy. In an article by Gross and Sanderson, Play Is
the WAY describes play as It is our belief that any activity, as long as it is done with a
playful approach, is play. In other words, its not about what you do, its about how you
do it. Many of the examples that Galinsky used in her book Mind In The Making, were
examples of playing, the Story Game (54), Simon Says, Do the Opposite (58), Ask a
question (94). Play is a valuable tool in developing a life of learning for a child. In
Galinskys book, Mind In The Making she explains the seven life skills every child
needs. Life skill two is Perspective Taking, Perspective taking calls on many of the
executive functions of the brain. (6). One of the functions of the brain is putting our
feelings off to the side while we think of the other persons perspectives of the situation.
This skill is supported many times when we play with other children. We learn by play

that we have to wait, we have to take turns and sometimes we dont get to be first, that
someone else can be ahead of me and that it is going to be fine.
NAEYC Position on Play
The National Association for the Education of Young Children (NAEYC) Statement of
Commitment in section 1, Ethical Responsibilities to Children states, To support the
right of each child to play and learn in an inclusive environment that meets the needs of
children with and without disabilities. Any teaching staffs at a NAEYC center will need
to agree with this statement and will need to provide evidence of this for their
accreditation. Administrators also have a statement regarding play and children,
and help children learn to live, play and work cooperatively. From these statements we
can come to the conclusion that NAEYC believes in the importance of play and the
development of children. In the NAEYC Position Statement booklet they talk about the
importance of play for the development and self-regulation for a child, Rather than
detracting from academic learning, play appears to support the abilities that underlie
such learning and thus to promote school success. (19). NAEYC is taking a firm belief
that having a strong play development can have a direct effect on a childs school ability.

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Approach
Time for Change
In the article, Speaking Out for Play-Based Learning by Oliver and Klugman, they
shared the importance of play in the early childhood years. They shared the need to
advocacy for child and to educate parents and policy makers about the importance of
early childhood development and the appropriate practices, I realized that as
educators, we must reach out and communicate our knowledge to parents who may be
unfamiliar with early childhood development. A concern that the authors talked about
was how some programs were using standardized testing in the early childhood
programs to see how prepared they are for the school years instead of looking at the
child, where they are now, and what skills they need to develop life skills. Teachers with
knowledge on the development of children will put into practice the childs best interest
and how they will learn. Various researches have shown that children learn the best by
play. Children during play learn many skills including the development of cognition,
language, social and emotional skills and how to be creative. According to authors
Ferguson and Dettore in their book, To Play or Not To Play is it really a question? the
lack of play in school has a negative effect on the continuation on the development of
the brain, Unfortunately, in the formal education system, play often has been
considered an unimportant or even meaningless activity, and it is rarely included in the
school curriculum. As brain research begins to give more evidence of the play and
brain connection, perhaps play will begin to be more valued by schools. (21). If schools
would review studies showing the importance of play even for small amounts of time
during the school day instead of passing laws for more time being spent on the basic

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academics and reducing the funds for the creative academics results would show a
positive difference in the academic ability of students. Play can and does have a
positive effect on students of all ages. According to authors Ferguson and Dettore in
their book, To Play or Not To Play is it really a question? Another type of evidence for
the connection between active play and brain functioning is found in the studies of
effects of school recess on childrens ability to attend to schoolwork (Pellegrini &
Bjorklund, 1996). This research indicates that having an active play period at recess
enhances later attention to school tasks (19). Recess which is active play is important
for childs brain development, which has direct effect on the childs learning ability.
To help parents understand the importance of play during the early years and be the
voice for their children, parents will have the opportunity to attend an information night
about the development of children and the importance of play. A table of resources
including books, information on data showing importance of play, speakers available for
speaking engagements for parent nights will be available for centers to share with
parents. These events will help strengthen the relationship the center has with their
families. These events also help a center during their star rating visit.
When interviewing Jeff Johnson and his position on the importance of play for children
his response was, get out of the way, let children be free to explore, play helps children
understand what is going on in their life and make sure everyone understands this.
When a child is playing and the baby is hurt and the band-aid is not helping they will
call 911, because they know and understand that number will help them during an
emergency. When we allow and give time for children to resolve their own problems
during their play they are learning many life skills that they will need. They will also

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learn how to problem solve which is necessary for learning academics. From problem
solving a child develops a higher level of thinking called critical thinking. This type of
thinking level is needed for studying, test taking, researching and basic life skills.
Once Jeff left the center that he helped re-develop into a growing center that focused on
the children, that was until paperwork and state regulations began to take over, and
open a family child care, was he able to focus again on meeting the childrens needs as
they needed not because of a regulation said they must be doing this skill at this time in
their life. Jeffs advice is to watch and listen to the children and then give them the tools
and materials that they need to make their play take place. Replacing the word no
with no, but what would happen if this was tried instead will help the child
understand limits while helping them develop that higher level of thinking. A final
thought from Jeff during the interview was, our job is to be here for the children today.
Build skills to help them to become adults in years not in days, when we let them play,
you let them learn.
From this one on one interview with Jeff, led me to question myself what is play, what is
the purpose of play. Using Survey Monkey I sent out 10 questions to 50 child care
providers (teachers and assistant teachers), owners and directors. The survey includes
non-profit and profit centers along with family and group centers. Most centers are
within 20 miles of Milwaukee, but a few are located in the rural areas. The following are
a few of the responses from the survey. (Responses are directly from the survey no
grammar corrections were made. The complete survey of questions and responses are
included at the end of the paper)
Q9 What is your definition of "Play"

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I define play as the learning of social, emotional and motor skills

through interactions with there peers in activities they are most interested in
at the moment
2 free active play in a safe enviroment
3 fun and learning
4 My definition of play is allowing children to creatively use their
body, materials, etc to explore and have fun. Play is hands-on and
provides opportunities for learning.
5 Activities
6 Play is interesting and fun; stimulates the brain as well as the
body. Play allows children to express themselves.
7 Activities that children engage in to learn and socialize with
other children.
8 self directed exploration
9 time outside that has the body in motion
10 The ability for a child to create, define and engage in what
they would like to do both in and out of the classroom.
11 allowing kids the opportunity to make choices on their own in
an environment that supports learning, choice, adaptation, and fun.
Kids need uninterrupted chunks of time to engage with things, each
other and adults--find new ways to do things and ask questions
12 Playing is interacting with objects or people so that you have
fun and or learn sumtin from it
13 Play is the work of children.
14 Being creative in their own time.
15 Learning & having fun through the various use of of toys
objects and others
16 Play is when children engage in activities with themself &
others that foster their learning & all developmental areas.
17 Child directed activity, alone or with others
18 Kids learning through self directed activities. Making their own
choices and having fun while learning.
19 To interact with people or materials in an enjoyable way that
also allows one to freely explore, understand, and make sense of the
world.
20 Play to me is fun activities that the children enjoy which are
age and developmently appropriate which children learn from through
exploring, experiences, and experiments in a safe but calm
atmosphere.
21 Play is a fun way for children to learn by expressing
themselves, engaging with children outside of a disciplined
"classroom" setting and getting energy out while strengthening their
gross and sometimes fine motor skills.
22 Exploration of materials without constant direction. Use
imagination, interact with peers, making choices.

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23 Play is how children learn about themselves, the world, and

how they fit in the world.
24 Being allowed to use open ended materials in a way that
supports learning, exploration and problem solving skills, with limited
redirection and guidance.
25 Having fun
From the data that was gathered from this particular survey, child care professionals
understand play as: a) The following skills are developed social, emotional, and motor
skills with interactions with peers and adults, which the children are interested in. b)
children learn about themselves, the world, and how they fit in the world. c) play is the
work of children, they need large chunks of time, self-directed exploration. d)
exploration of materials without constant direction. e) child to create, define and engage
in what they would like to do in and outside of the classroom. Play was also described
as fun, it happens outside, activities, free active play, engaging with children outside of a
disciplined classroom and getting energy out. Play happens in all types of
environment. This environment can be the classroom, the gym, outside, on a field trip
or at a park play happens, the adults need to observe how the children are using the
environment and supply them with the tools and the time they need to develop play and
put it into action.

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Plan and Implement

From this research I have noticed a shift from play-based centers to centers using
more of their time as direct teaching their students. This shift happened when child
care professionals were changing their image from babysitters to teachers and the
public viewed teachers as teaching children by rote and memorizing facts. Higher
education was aimed for the elementary and secondary educators, but very little course
work for early child care workers. Teachers teach children who sit at a desk or table
and they listen and complete worksheets. This type of learning is for older children, but
not developmental appropriate for young children in child care. To support the
development and understanding of the importance of play, workshops need to be
developed that are up to date with current research information. These workshops
need to be made available to the early childhood professional. Workshops that include
information on curriculum based on play, the development of the brain, best practices
for children which should include developmental appropriate practices, hands on
activities and samples of resources that are available for childcare professionals need to
be offered.
Curriculum and Play
(For the purpose of this project the Creative Curriculum will be used as an example of a
play based curriculum.)

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According to the article Who Needs It? by Coler, Dombro and Dodge, one purpose of
a curriculum can be used as a guide, A curriculum guides you through the processes of
planning, implementing, and evaluating developmentally appropriate practices.
Teachers need to plan for some of the childrens play. This is done by observing the
children and then planning what additional materials they will need to have to support
their play. During the observations teachers will be able to evaluate the childs abilities
and then using a play base curriculum they will be able to analyze and plan activities to
meet the developmental needs of each child in their care. The Creative Curriculum has
many similar skills as Galinsky describes in her book Mind In The Making. Both
express the importance of social interaction and self-control or self-regulation, building
positive relationships with others. In a comparison of the Creative Curriculum, Creating
Innovators and the Mind In The Making, you are able to see the likeness between them,
In addition to being linked to self-regulation skills, studies have found that purposeful
and productive play is positively related to (9), according to the Creative Curriculum in
their guide book The Foundations
CREATIVE CURRICULUM
Memory development
Symbolic thinking
Positive approaches to
learning
Positive social skills
Language and literacy skills
Math skills

CREATING
INNOVATORS
Critical thinking &
problem solving
Accessing & analyzing
information,, Curiosity
& imagination
Agility & adaptability
Collaboration across
networks & leading by
influence
Effective oral & written
communication

MIND IN THE MAKING

Critical thinking, Focus and
Self-control
Making connections
Self-directed, engaged
learning, Critical thinking
Focus and Self-control,
Perspective taking
Communication
Making connections

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These skills are being developed during play situations which should be uninterrupted
and lasting most of the time the child is in your care, 45-60 minutes per play time.
Support for the development of a play base curriculum will be completed in 3 different
stages. The first stage will involve staff that will be working in the classroom directly
with the children. This training will consist of: an overview of the curriculum, definition of
play and the review of NAEYC and Wisconsin standards and the current research on
the brain development and how children learn. Hands on activities will be planned
according to the curriculum choice, this would include role-playing, describing play and
observing various video clips of play in different stages. The second stage will involve
the classroom staff. They will learn during this stage how to write an objective
observation, develop a developmental plan from the observations and from the
curriculum standards and they will learn how to develop lesson plans according to the
skills that they are working on. Activities will include watching videos and writing
observations about the video, brainstorm various ways observations can be taken, write
lesson plans for small groups and looking at developmental checklists according to the
curriculum and standards. The third stage will involve smaller groups of team teachers.
These small groups will be for mentoring and coaching staff that may need that extra
support and for review. During this stage staff will learn how to share with the parents
about the development of their child, what skills they have developed and what skills
they are working on along with review of skills that still need mastering from stage two.
The team members that will be providing the support, mentoring and coaching will have
received training in the specific areas. During the various stages resource books will be
included to help staff develop a wider view of the importance of play. Some resources

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will include, Let Them Play An Early Learning (Un)Curriculum, Mind In The Making,
From Play to Practice, To Play or Not To Play is it really a question, articles from
Exchange and Beginning Workshops and depending on the support leaders needs will
depend on which type of leadership coach/mentoring resources that will be used.
Workshops will be 3 hours in length with breaks. Workshops will be broken into teams
according to the age group they are working with. The first stage will happen in early
spring as the group has been together for a while making it easier to develop something
new in the classroom. The second stage will happen in fall after the new group has
been in the room the teacher will begin taking observations. The final stage will happen
late winter to early spring. The small group leaders will receive training during the
second and third stage. This training will include how adults learn, how to mentor a coworker and the different ways coaching can be used to support a co-workers learning
style. Group leaders will also learn how to identified areas of support, the ability to
follow up and how to work with various learning styles. Mentoring and coaching will be
determined by the lead trainer. Yearly training will take place in the fall after children
have been in their new rooms for a month. Staff will be encouraged to attend
workshops and conferences that will be related to the curriculum, child development,
current brain research, observations and the importance of play in a childs life.

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Evaluation
According to the article Proven Benefits of Early Childhood Interventions by Karoly,
Kilburn and Cannon, There is increasing recognition that the first few years of a childs
life are a particularly sensitive period in the process of development, laying a foundation
in childhood and beyond for cognitive functioning; behavioral, social, and self-regulatory
capacities; and physical health.. Researchers have a better understanding of the brain
development and the importance of the first five years of a childs life and the
importance of play for the growth and development of a child. The challenge for this
project was to develop trainings for childcare providers about the importance of play, to
inform parents on the importance of a play and to give support to play-based curriculum.
From the survey I conducted, it helped guide my focus to the needs of early childcare
providers and to help them understand the importance of play. A recent search on the
Wisconsin Child Care Registry listed about 20 trainings on play. Only 3 trainings were
offered in person most of the remaining trainings were offered online style of training.
Play based learning is about relationship building, interacting to learn about life skills,
learning how to manipulate toys/tools materials and learning how to evaluate the

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environment to meet the needs of the children in your classroom. This can only happen
with interactive trainings with current research information. Searching for in person
trainings on play and finding very few trainings confirm my position on developing
trainings regarding the importance of play in the early years of children. My conclusion
from the research for this project is to have the workshops approved by The Registry
and to offer support to centers, to offer workshops/parent meetings about the
importance of play and a play-based curriculum. An additional goal would be to have
government officials to visit centers to understand the importance of play and the
development of children. Children learn best by play and manipulating materials not by
repeating and memorizing information.

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Abstract
Research shows that human beings are born with an innate desire to explore,
experiment, and imagine new possibilitiesin a word, to innovate (26) according to
Wagner in his book, Creating Innovators. Children are innovators when they explore
how things to together, how to belong to a group of friends or how thing do what they
do. Children learn this by play. With many children I childcare centers, early childcare
teachers need to understand how children learn best. Children learn by play, especially
playing with many different hands on materials. The time for sit down at a desk is not
for this age group. Children need to learn how to develop life skills before they can
learn academic skills. Child care professional need to stand firm for play-based
curriculum while advocating for the understanding of the importance of play in young
children.
Early theories in early childhood had a common theme that children of early ages learn
best in a play environment. Vygotskys zone of proximal and Piaget term of
adaptation are based on children and the materials or tools that they use and how they
use them in their environment. Browns research on the development of the brain and

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how our brains are hard-wired for play is showing support for past theories with more
current studies on the importance of play in the early years. Johnson has become an
advocate for play-based curriculum based on research completed by Brown and from
his own experience. The Wisconsin Model Early Learning Standards has a guiding
principle regarding the importance of play and how play is a foundation for many skills
including, social emotional, physical and cognitive thinking. National Association for the
Education of Young Children (NAEYC) is a firm believer that all children have the right
to play.
In Wagners book, Creating Innovators he ask the question, How do children learn
such skills? In a word- through play (27). These skills that he is referring to are his
Seven Survival Skills or according to Galinskys book, Mind In The Making she calls
them The Seven Essential Life Skills and the Creative Curriculum refers to them as
developmental skills. According to Hanley, Tiger and Ingvarsson in their journal article,
Influencing Preschoolers Free-Play Activity Preferences: An Evaluation of Satiation
and Embedded Reinforcement, Free-choice or free-play periods are common
preschool activities characterized by child-initiated engagement and social interactions.
Play is necessary for a child to develop social skill and learning skills. During play a
child develops many complex ideals that will help develop the childs mind while
developing many life or social skills that will be the foundations of their academic skills.
Allowing children to play for they are developing many life skills while they are just
playing

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Work Cited
Bodrova, E., Germeroth, C., & Leong, D. (n.d.). Play and Self-Regulation Lessons from
Vygotsky. American Journal of Play, 6(1).
Bohart, H. (n.d.). Spotlight on young children: Exploring play.
Brown, S., & Vaughan, C. (2009). Play: How it shapes the brain, opens the imagination,
and invigorates the soul. New York: Avery.
Carter, Margie (2012, May/June) Studying Childrens Learning An Interview with
Darlene Nantarath. Retrieved June 10, 2015, from https://www.childcareexchange.com.
Colker, L., Dombro, A., & Dodge, D. (1996, November 1). Who Needs It? Retrieved
February 2, 2015.
Dinger, D., & Johnson, J. (2012). Let Them Play an Early Learning (UN)curriculum). St
Paul, MN: Redleaf Press.
Dodge, D. (2010). The creative curriculum for preschool (5th ed.). Washington, DC:
Teaching Strategies.
Ferguson, C. (2007). To play or not to play: Is it really a question? Olney, MD.:
Association for Childhood Education International.
Galinsky, E. (2010). Mind in the making: The seven essential life skills every child
needs. New York: HarperStudio.

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Gross, S., & Sanderson, R. (2012, September 1). Play Is the Way. Retrieved February
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Hanley, G., Tiger, J., Ingvarsson, E., Cammilleri, A., & Smith, R. (n.d.). Influencing
Preschoolers' Free-Play Activity Preferences: An Evaluation of Satiation and Embedded
Reinforcement. Journal of Applied Behavior Analysis, 33-41.
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McNelis, Deborah, (2008), Brain Insights Cards. St Paul, MN: Redleaf Press.

Nell, M., Drew, W., & Bush, D. (2013). From play to practice Connecting Teachers' Play
to Children's Learning. Washington, DC.
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Learning. Retrieved June 5, 2015, from https://childcareexchange.com/catalog
Ridgway, A., Quinones, G., & University, M. (2012). How Do Early
Childhood StudentsConceptualise Play-Based Curriculum? Australian Journal
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Wagner, T., & Compton, R. (2012). Creating innovators: The making of young people
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Wisconsin Model Early Learning Standards (Third ed.). (2011). Madison, Wisconsin.

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Supplements
Included are three items that will be used for handouts for parents
Wisconsin Model Early Learning, Interest Areas: Children Learn From Play
Family Night Sensory Play trifold
Play is Learning trifold
Survey Monkey
Workshop