High quality play is spontaneous
The value and principles of high quality play can be and have been widely debated. Rather than viewing play as a way of using excess energy it can also be viewed as rewarding, motivating and challenging while being used to meet the individuals needs or requirements to learn a new skill. What we know though is that the very best high quality play is spontaneous.
Through ‘Play’, children are learning at a level that has relevance to their understanding. As such play presents itself in many formats. Thus, there is no right or wrong way of learning.
Recognizing that ‘A Child’s Play’, is spontaneous is key to recognising how it supports holistic development. While many debates have been put forward it is widely accepted that ‘Children Playing’, is universal, enabling thought processes and subsequent life skills across all contexts to be developed. In conjunction to this ‘Play’, for any child is highly motivating, self-regulating and does not hold any boundaries for ongoing exploration and the acquisition of higher thinking skills.
Through play, children explore their world and learn to take responsibility for their own choices. Curiosity about the world, taking initiatives, problem solving and persistence are just a few approaches to learning that children develop through play. In other words, the ways they respond to lifelong learning.
In summary, High Quality Play:
⇒ is an intrinsic part of children’s learning and development.
⇒ has many possible, but no prescriptive, outcomes.
⇒ challenges children and offers them the chance to learn in breadth and depth.
⇒ draws on what children already know and can do and enables them to master what is new.
⇒ enables children to apply existing knowledge and to practise their skills
⇒ encourages children to communicate with others as they investigate or solve problems.
⇒ offers children opportunities to explore feelings and relationships, ideas, and materials, connections and consequences.
⇒ empowers children to make choices, to solve problems and to be independent in their learning.
⇒ enables children to express fears or relive anxious experiences in controlled and safe situations.
⇒ encourages children to struggle, to take risks and to become resilient as learners.
⇒ can be supported and extended but not interfered with by adults.
⇒ presents no barriers to children because of their language, cultures, abilities or gender.
CEO and Education Expert Greg Parry
Internationally renowned for his expertise in education leadership, Greg Parry’s vast experience includes leadership of projects for edu-cation institutions throughout Australia, the Middle East, the United States, India, Indonesia, Malaysia and China. Recognised for his numerous contributions in the education arena, Greg has received the Ministers Award for Excellence in School Leadership based on improvements in school performance and a range of successful principal training and leadership development programs, as well as the School of Excellence Award for Industry/School Partnerships and the School of Excellence Award for Technology Innovation. His company GSE (Global Services in Education) has been recognised as having the Best Global Brand in International Education in 2015 and 2016.
Considered one of the premier experts in his profession, Greg has trained teachers and principals throughout the world in areas such as critical thinking, language development and leadership. His expertise in school start up projects, leadership and curriculum development, has made him a sought after authority in these disciplines.
Global Services in Education set up and operate schools in all parts of the world. Governed by a philosophy of global citizenship, every member of the GSE team shares a passion to help shape international education and student achievement through inspiration and collaboration.
Our goal is to meet the highest objectives of every school, teacher, student and parent, with an unwavering dedication to quality education, shared ideals and intercultural perspectives.
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