Early Years Professional Development Centre

Play is a very large part of our children’s lives. While there are many people talking about play and its value for children, how do we know we share the same understanding of the components of play? What is the relationship between play and learning? How can adults participate in and support play as a meaningful activity for children? This module is the first in a series of modules about play and attempts to define play and opens the discussion about play and its crucial nature for learning, socializing and well-being.

Evidence is building that current parenting and educational practices may be doing more harm than good, in terms of children’s well-being. This module will be covered in two parts. This module discusses research that creates a picture of the current situation for the majority of Canadian children in terms of physical activity. Excerpts from recent annual report cards completed by Active Healthy Kids Canada form the framework for the discussion.

While children’s play occurs universally, there are patterns and characteristics that vary among and within cultures. Professionals who work with multi-cultural families need to be aware of and able to engage in discussions that serve to increase mutual understanding. The objective of this learning module is to present different perceptions regarding play and development that are relevant to professionals who work in multicultural settings and create a dialogue about play as a universal and culturally-based activity. 

Are you troubled by the rough and sometimes aggressive way children play and interact? Do you worry about injuries and bullying when children are fighting? Is it challenging to try and restrict physical play?  You may be surprised to learn that experts believe that educator attempts to limit big body and rough and tumble play may be jeopardizing children’s development and well-being in many ways. Children don’t just want to play rough and tumble, they NEED to play fight to learn very important skills to read social cues and self-regulate in order to become socially competent. How can educators support this important play while also assuring fairness and safety? Learn the difference between play and real fighting and the skills children need to learn to participate successfully in big body play. 

The Active Healthy Kids Canada (AHKC) report card has been reporting annually on the state of physical activity of Canadian children. The story is not a good news story. It should be of concern to all because physical activity is crucial for individual and societal health.

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

This module is intended for those educators, professors, leaders and policy makers who like or  need to think and talk about the “big picture” in their work related to education, care and support of young children and their families.