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The Role of a Caregiver/Teacher in Children’s Play
It is necessary to plan and organize play episodes to maximize their contribution in children’s
holistic development
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ASSISTING IN CHILDREN'S PLAY
A creative teacher or caregiver gives incredible assistance in children’s play
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Even if this is not the case, children seem to have a magical way
of transforming what may be seen to an adult as dull or tedious into something fascinating and
challenging
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Children may amaze you with
their interpretation of what you present
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Imitation is crucial while developing the skills necessary for play
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It is important for teachers to tune into
the kinds of play that the children prefer and shape them accordingly through imitation
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However, they soon become the preferred method of play
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It sounds
elementary but the reality is that most children prefer to play by watching others, hence imitating
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These include:Model- The adult’s involvement in play helps children develop an appreciation for play
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These adults or older children should play
with the young ones and obey rules
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The caregiver can participate in games such as; “Follow the Leader” and “Walking in
Giants’zone
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Planner -It is the duty of the teacher or caregiver to arrange the play environment
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As the
unskilled children engage in the simple tasks, the caregiver should make them know that all others
started from the same point
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Through these observations, the teacher makes records of children’s development in the various
areas
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For other
caregivers, it is a time for noting special talents, abilities or difficulties in development
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The adult should also take charge in case of
emergencies and act calmly
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The caregiver should help children settle any dispute that arises to avoid fights
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Essentially,
this is done at a personal level and is given directly to the child in a soft reassuring voice
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Shouting across the field is confusing and
ineffective
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Appropriate guidance given
gently encourages children to grow in knowledge, independence and skills
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Free Play Activities-These are the freely chosen activities
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The child
decides what play to engage in and the materials to play with
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The list of play and games that children can
engage in freely is endless
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Such include the introduction of new games
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General examples of directed play activities are: • New songs and dances
• Running races such as sack races
• Skilled body movements such as skipping right and left
In pre-school, the directed activities should be in line with the topic in the thematic approach
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Group Activities- Depending on the number of children in the class, children should be divided
in easily manageable groups
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The different
activities should rotate in the groups in the course of the week or any duration according to the
time required for the masterly of the newly learnt activity
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The activity should facilitate relaxation
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The play materials used in the
lesson should also be collected as part of the final activities
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When organizing play and games for children,
the following points should be taken into consideration:  Safety- This includes ventilation, lighting and security
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The planner must
think about the suitability of the space and activities in relation to the weather
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Some activities cannot be
carried out indoors and the teacher has to plan accordingly
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 The nature of the ground or floor- There are some playgrounds which are cemented,
grassy or covered with ballast
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 The size of the play space
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 The physical environment
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 In order for children to learn, play does not need to be academically organized
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The means is more important than
the end result
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Teachers and other caregivers should not leave children’s play to develop in a vacuum
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Competition should not be encouraged before children are ready for it
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When playing with children, teachers’ or caregiver’s main concern should be childcentred as opposed to self -directed
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Unreasonable restriction should be avoided since it adversely affects creativity
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It is advisable to avoid watching for mistakes, as children play-instead the teacher or
caregiver should appreciate children’s creativity and new abilities
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M
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Learning through play and fantasy, EC 1297E, Corvallis,
State University
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& Leong D
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The importance of play, why children need to
Childhood Today, 20 (3), 6-7
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Early

Erickson RJ
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Education
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An examination of the contributions of interactive peer play to
salient classroom competencies for urban head start children
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2004;41 :323–
336
Ginsburg,K
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(2007)
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Hurwitz SC
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2002/2003;79 :101– 102
Isenberg, Packer, J
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(2002)
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highbeam
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html March 16, 2017
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Play: a necessity for all children
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Parent-Child Play: Descriptions and Implications
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Convention on the Rights
of the Child
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Available at:
www
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ch/html/menu3/b/k2crc
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Accessed June 22, 2006
Pellegrini AD, Smith PK(1998)
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Child Psychol Psychiatry Rev:51– 57
Pellegrini AD, Boyd B
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The role of play in early childhood development and education:
issues in
definition and function
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Handbook of Research on the
Education of Young Children
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From Neurons to Neighborhoods: The Science of Early
Childhood Development
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Wadley, A
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Just Playing, Permission to print granted by author and
request
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a

available on



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