Play and Learning: Inseparable Dimensions to Early Childhood Education

Abstract

This article is a theoretical discourse which examined the role of play as an indispensable entity for learning in early childhood education. Despite the fact that play has been universally acclaimed to be instrumental in facilitating learning, improving social skills, developing intellectual and physical prowess at the early childhood stage, many limitations have been observed to hinder the total implementation of the use of play at this level of education. Both the home and the school factors have been identified to hinder the full implementation of the use of play in teaching children. In view of this, this paper employed a descriptive philosophical research method. The concept of play was extensively discussed as it relates to learning in early childhood education. Also, factors hindering the implementation of the use of play were raised. As a result of this, a re-orientation on the need and use of play in teaching children at certain levels of development (which include teaching of values and morals) was suggested. Also stressed is the need to de-emphasize writing (hands on paper). Teachers, heads of schools and parents need to be further enlightened on this. In addition, there is need for continuous on-the-job training for teachers in order to handle the challenges encountered while using play to teach children.

Contemporary problems and solutions for early childhood music education in Zambia

“…This is why early childhood education programs are designed to build cognitive and motor development, supporting learning other subjects. "Play facilitates holistic development and provides opportunities for children to learn not only the social and cultural values but also the skills and competencies necessary for survival and become productive members of their communities [1]. The curriculum educational reforms are meant to improve the music education system and ensure children's cognitive development is fulfilled.…”