Creative Play

Play is a most natural state for young children, children engage in play almost from the moment of birth (Wilson 2012). Children are naturally inclined to play with their hands, play with sounds, play any way they know how although play for children can differ from what adults perceive as play. Play is required by young children to ‘reach their full potential’ (Stephens 2009 cited Wilson 2012 p.14)

Children exhibit cognitive and physical abilities through their play vital for people in the 21st century. 

In the above video, the children are doing the following:

• Making choices (choosing who and what to interact with)
• pursuing their own interests (each child is pursuing the cardboard box differently e.g. a drum, a building)
• exhibiting intrinsic motivation and persistence (the child taking a longer time to create a fortress) 
• using their imagination and developing ideas (by placing different colour plastic sheets over projector)
• showing independence in thought and actions (some used the boxes to play together, others alone)

Although these actions can benefit young children within the modern day curriculum, the educationists featured in the video explain that although creative play is extremely beneficial, it should be carried out as part of the curriculum and not established as the entire curriculum. Ken Robinson (2012) suggests that creativity should be subjected to pupils throughout their education in order to become 'creative and innovative' individuals. He also states that education holds the key to producing 'fulfilled' individuals with 'purposeful' lives, describing the benefits of a creative curriculum to be person and aid our well being as well as our learning. 

See the full clip below;

As the Action Alliance for Children (2007 cited ????) state 'Play is not a break from the curriculum; play is the best way to implement the curriculum' (p.6). The knowledge facilitated through multiple mediums can help children retain learnt information, these methods aid a successful education. We know that information comes to the brain from our five senses, therefor it is taken on board 'visually, auditory or kinaesthetically' (Anning cited Moyles 2010 p.26). For children, these sensory experiences are strong and powerful.

Vygotskys theory, Zone of Proximal Development (ZPD) supports the concept of creative play.  Vygotsky believes that learning creates a zone of proximal development; that is 'learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with his peers and environment' (1978 cited Lang 2010 p.9). Vygotsky believed that imaginary and creative play, especially play with peers, shape how children make sense of their worlds, how they develop social and thinking skills. In terms of the ZPD, Vygotsky determines creativity as a transformative activity 'where emotion, meaning and cognitive symbols are synthesised.' (Lang 2010 p.12)

Http://Www.Innovativelearning.Com/Educational_Psychology/Development/Zone-Of-Proximal-Development.Html. 2017. Print.

Creative play can be witnessed in 21st century educational contexts in a variety of ways. I have witnessed the benefits of creative approaches within the curriculum to engage pupils in their learning, particularly whilst working in SEN classrooms. The pupils are offered much visual stimuli and are enabled to work independently and in a group with new materials.