The role of play in the education of ESN children in the reception class

Abstract

This study investigates the role of play in the education of ES N children. It focuses on a group of children (ages 6 - 11 years) in the reception class of a local ES N school. The size of the group varied between ten to twelve children over the period of observation. The children were observed (individually or in groups) over approximately two scholastic years as they went about their daily activities. Throughout this time the children were under the care of the same teacher and kindergarten assistant (both female). The majority of the observations were carried out in the reception classroom proper although some were carried out in different places around the school such as the schoolyard and the room for physical education. The data collected were then analyzed against a theoretical background. It was thus concluded that play (both in the structured and free mode) has an indispensable function in this class: that of helping to promote all kinds of development, be it social, emotional, physical or cognitive. The written account of the study, then, involved making a selection of observations, categorizing them according to the type of development they promote and presenting them together with the relevant theory. A number of suggestions are also given regards adopting specific strategies and play apparata to enhance further development.