The ROLE OF PLAY IN CHILDRENS LIVES

New Zealand Journal of Agriculture, Volume 79, Issue 6, 15 December 1949, Page 603

The ROLE OF PLAY IN CHILDRENS LIVES

HTHE part which play should have in the growth and development of a child is the subject of this article, one of a series by Dorothy Johnson, Rural Sociologist, Department of Agriculture, Christchurch, on child care and development. It discusses principally the surroundings and environment in which children play; next month’s article will deal more specifically with toys and equipment.

WATCHING children’s growth and development, having the privilege of seeing how human personalities begin and grow, is a wonderful and fascinating spectacle. Even within one family children show definite individuality— fact, amazing variety —in their ways of dealing with the manifold problems the world about them presents. The amount of development occurring in a child from birth to 5 years is stupendous, unequalled by the accomplishments of any other 5 years in life. That is partly because a year is much longer physiologically and psychologically for a child than for a man; the years 3 to 7 probably correspond to 10 or 15 years in an adult’s life. One year at 10 corresponds to 2 at 20, but the learning accomplished in the first 5 years is very great (1). It is literally a transformation. A newlyborn baby is utterly helpless, but at 5 years “he is a self-contained and conforming little citizen. He likes to please and is capable of sympathy, takes pride in clothes and in the work of his hands. He likes to be shown how and he responds to praise.” Dr. Arnold Gesell, whose description that is, reminds all who watch its accomplishment that they can have deep faith in the constructive essence of growth and with that faith they can enjoy their children. This should be remembered when dealing with problems and difficulties as they occur, and action based on it will solve the

problems more quickly and on a better level because the parents see them in a better perspective. Heredity and Environment Each child has his own way of growing up, for he inherits certain factors which determine how and when the different aspects of his growth will take place. The parents’ task is really first to observe that individual inherited pattern, and then to provide the environment in which the child does his own growing toward the highest of his potentialities. That is demanding a great deal in a few words. Observing one’s offspring objectively is fairly difficult, because the child is so intimately part of the parent’s life that. human pride and egoism tend to distort the view. On the whole, fathers are better than mothers at this. One of the best ways is to take time to observe the children at play and to play with them' from their babyhood. Development by Play Directly and indirectly, a good deal has been said already in these articles about children’s play and the importance of its place in their development. There is no need to justify

the place given to it, though it is tempting to discuss the distinction between work and play. Readers who are interested will find the subject ably outlined by Miss Lois Benjamin in her book “The Young Child and his Parents,” obtainable on loan from the Country Library Service. Play is the exercise of growing

powers. Even the baby tries out all his abilities. He kicks his legs and brandishes his arms. He watches things; he handles, sucks, and bangs them; he pokes an inquiring finger in and around them. His first random movements develop into exploratory and investigating movements of hands, legs, and body. He babbles and imitates what he hears. By these activities he builds up a knowledge of the world in which he lives.

“The best play occupation of a tiny baby is to be supported in his pram, shielded from too keen a wind and too strong a sun, but with the opportunity to look and listen to all the exciting ‘events’ of his immediate environment — wind rustling in the trees, the inter-play of sun and shadow, the barking of dogs, the clucking of hens, the chatter of children, the bustle of people going to and fro. All these varied stimuli may impinge on the baby’s newly-awaken-ing senses.” (Dr. Agatha Bowley in “Natural Development of the Child.”) Things and Persons There are two aspects of play. In one, children are exploring the world of manipulating them, gaining the knowledge which develops their individual skill, self-reliance, and independence. In the other, children are learning their way about in the world of persons, slowly building the intricate web which binds them to their fellows. As they play in the world of things they learn much that will lead to perseverance, initiative, and the power of concentration. When they are tiny, their span of attention is very small, and they play for only a few minutes with each toy, going quickly from one to another. Gradually they learn to do what they purpose, and when 3 years old they can do an astonishing number of things. They will keep on doing one thing for quite a while; they will even return to the same occupation after a break. “Those moments when they give their whole attention to some task are the moments when they grow intellectually.” (Miss M. V. Gutteridge, B.Sc., principal of the Kindergarten Training College, Kew, Melbourne.) Each time they meet a new situation, whether plaything or friend, and deal with it

satisfactorily, they grow. They develop more power especially when their action is of their own choice rather than that of older people in their little world.

Therefore they need plenty of things to do and the right toys and equipment, space and freedom, for their play. If they have the right playing space and playthings . (which does not mean the most expensive) ,

they will show creative powers in their play, and they will be laying the foundation of qualities they will need laterfor example, initiative, enthusiasm, and the will to succeed. Indoor Playing Space Children need space for their activities, both indoors and outdoors. If it is not possible for them to have a whole room, they should have the end of a verandah or a sunporch for their own, preferably with access to the garden. When old enough they should be able to enter and leave sunporch and garden at will. They should be allowed to realise that the space is their own, with their own possessions, and they will soon know their things and learn to respect those of other people. They need tables and chairs suitable to their size. The provision of low shelves and cupboards in which to keep their toys makes putting things away much easier, and also makes easier an understanding of and a pride in orderly arrangement. A sense of order and power to achieve it is not part of the early equipment of human beings but the result of careful teaching over quite a long period, and sometimes it can

be achieved at too great a cost. Creativeness can be sacrificed if order is too rigidly enforced, and the wisdom of making the putting away of toys an issue resulting in a battle of wills between adults and children is doubtful. In any case, in the interest of encouraging children’s powers of concentration, they must be able to come back to their “work” and resume where they left off. Respect for Children's Activities Children should not be interrupted needlessly in their play. It is as important to them as adult’s work is, and both rightly resent interruption. If meals or baths are due, give children warning for example, that after the train has gone once more round the track it will be time to wash their hands for lunch. If possible they should be allowed to return to their play where they left off. This applies to older children, too. There is a salutary warning about it in Dr. K. Walker’s interesting book, “I Talk of Dreams.” This book is a special kind of autobiography in that the author, who is a physiologist and psychologist, sets out to analyse his early experiences and trace their impact on his later life. The whole book is well worth reading, especially for parents. This is what he says (page 21): “Never take the play of a child lightly, for it is the most serious and the most urgent of all occupations, of greater importance even than a grown-up’s affairs, since it is the father of these. I doubt whether I have ever completely forgiven my mother for her irreverent attitude to my play. Somewhere in those unlit and not very pleasant cellars of the mind, which the analysts are always seeking to enter, there lie the remnants of an old grudge against her for

her lack of understanding. But, then, all women, to my way of thinking, were like that. To be called in from exploring the wild lands that lay between the back of the bicycle shed and the garden wall, and to be told that, I must change my damp stockings in case I caught cold, was nothing less than an insult. Black Hawk did not wear stockings, and were he, like me, forced to do so he would not notice that they were damp, or if he did, he would never be so feeble as to catch cold. Dry stockings and wool next the skin did not belong to my world, and I bitterly resented these interruptions. It was ignominious to be messed about by women. At such times I felt how wise I had been to make that vow of celibacy to St. Andrew.”

Outdoor Playing Space Take a careful and critical look at the garden provided for the children. How many and what kind of resources has it to fill their days with interesting things to do? It is not expensive equipment that is needed, but opportunities for different kinds of activities. Is there space to learn to run swiftly, a good path on which to push and pull toys, and as wide a space of green grass as possible? Children may grow up clumsy simply because they have not had the opportunity to practise swift running. It is perhaps somewhat demanding to ask that the garden should provide a little hill to run up and down, but if parents can perform that kind of magic, they will be well rewarded by the endless fun to the under fours (and perhaps the over fours, too). At that age a little hill calls one to run up and roll down, to crawl up and run down. Shrubs of various sizes are necessary, just to race round in the early years and for dodging and hiding among in the latter social games of “tig” and hide-and-seek. Trees in themselves make a garden the adventurous place it should be to children. They will climb them sooner or later,

and get their first glimpses of the wider horizons and that glorious feeling of conquest, of being “on top.” The memory will sustain them in later years as they work their way up the long and steep slopes in other fields of endeavour. To give practice for the real tree climbing, put a 5-barred fence or gate somewhere within the limits of the play space. Later the farm gates serve a similar purpose. Plenty of running and climbing is essential. It will be noticed that climbing adventures are taken for granted. Even small children must climb, and providing opportunities within their scope is better than having to watch helplessly quite perilous adventure on the wash-house roof. Even in that situation, to preserve the toddler’s unconscious confidence is the only way to coax him down. Rushing after him up the ladder which tempted him up will not be effective if there is a drop on the other 3 sides, because he .will retreat. But with a smile and “That’s clever to be up there. Where did you climb up? See if you can be clever enough to get down, too,” he can .be guided down. Another aspect of climbing is illustrated by the story of the wise woman who, hearing a commotion in the orchard, found she had to extricate her grandson, who was stuck high up an apple tree. ' When he had his feet safely on the ground, she said, “Now go and climb it again.” He did, and without getting into difficulties confidence intact. . Water Games Most country children are fortunate in having a small creek somewhere, but for the youngest ones a small con- . Crete paddling pool in the garden is a source of delight. Even a tub or a

trough or water • will provide many happy hours. They need a jug with wide-mouthed and narrow-mouthed containers into which to pour water. Waterproof aprons can be worn on days too chilly for the wearing of bathing suits. Clothes should be warm but light and not hampering. Is there any need for children to come in out of the rain? With a raincoat, a waterproof hat, and gumboots, a rainy day becomes a source of delightful adventures instead of developing into a trial of cooped-up frustration and irritations — is, if the rain is not too heavy or incessant. Appreciation of Nature Country children score in having the love of nature fostered from their earliest years by the opportunity to watch, touch, look after, and understand the living creatures around —flowers, birds, and animals. Every week they need a little excursion to explore a piece of the surrounding country on foot. . Driving round in a car is no substitute, though it extends the field of observation. Fortunate are the children whose parents explore the neighbourhood of bush, hill, valley, and seashore with them. That brings imperishable treasures to those who share in the adventures in all that they yield of awareness and appreciation of the beauty of the world in which they live — variety of the earth formations, the plant, bird, and animal life, the wonder of the sky, the sun, the moon, and the stars, the sunrise and sunset, and seasons. There is room for awe as well as understanding in the developing life of children.