3.5: What Children Learn Through Play

Just like the “whole child” is often broken down into developmental domains for studying, so too is learning. Many aspects of learning occur simultaneously; it is integrated and connected. To define learning we often break it into categories. Because the connection between play and learning is so important, the way it is broken down exists in many forms, including assessments, planning resources, and the frameworks and foundations mentioned above. Figure 3.5.1 is a compilation of such skills, compiled by Eyrich (2016) tying development into learning.

Figure \(\PageIndex{1}\): What Children Learn Through Play

Domain	How it is tied to learning
Physical	Personal care (hygiene, feeding, dressing,) Nutrition Safety Motor (Movement) Skills Active physical play Perceptual-motor (senses, effort, direction,) Gross (large) motor (running, throwing, …) Fine (small) motor (hands, fingers, feet, toes)
Cognitive	Cognitive approaches to learning and self-regulation Maintain attention Self-comfort Curiosity and initiative Self-control of feelings and behavior Engagement and persistence Skills of inquiry Observe, investigate, document, communicate Knowledge of the natural/physical world Understanding properties and events Cause and effect Understanding the relationship between cause/effect Classification Learning the attributes of objects by exploring Compare, match, sort, categorize Finding similarities and differences Symbol Number Understanding quantity (amount, degree) Assigning a numerical symbol to quantity Counting Measurement Awareness of difference in properties (size, length, weight, capacity, volume) Seriation (order 3 or more by comparison) (small/medium/large, loud/louder/loudest) Time (sequence of events, rhythm, yesterday/ tomorrow) Patterning Recognize, reproduce, repeating sequences Spatial relationships Experiences an object’s position in relation to others
Language	Symbol/symbolic reasoning Sounds and letters are put together to represent things Receptive language Listening, understanding, responding Expressive language Speaking, communicating, conversation Graphic (written) language/literacy Interest in print & books, phonology, pre-reading, reading Symbol, letter, print knowledge, pre-writing, writing
Social	Skills learning with adults Can stay at school without parent Can respond/enjoy adults other than parents Adults will help in times of need Adult will not always solve problems Skills learned with peers Different approaches work for different peers Cooperation and turn taking Lead and follow Sustain relationships and helping peers Share materials, equipment, people, ideas Asserting rights and self defense Negotiating skills and solving conflicts Anticipate and avoid problems Realistic expectations and valuing differences Skills learning in a group Respect Responsibility Compassion Tolerance Group identity Follow and adapt to routines and expectations How to enter and exit situations Deal with delay of gratification (patience) Skills learned as an individual Self-help and self-care Make choices and initiate own activities Cope with rejection, hurt feelings, disappointment Take responsibility
Emotional	Ability to deal with feelings Notice, label, and accept feelings Express feelings in appropriate ways Deal with feelings of others Resolve inner fears, conflicts Ability to exercise judgment Notice, label, and make choices Think through consequences Evaluate effectiveness of choices Learn to take another viewpoint Enjoying one’s self and one’s power Acquire a sense of self Develop self-confidence and self-esteem Build trust in self and others Reveal own personality Learn to take risks & learn from mistakes Become competent in several areas
Creative	Flexibility (shifting from one idea to another) Fluency (producing many ideas) Sensitivity (awareness of moods, textures, senses) Imagination / Originality Risk Taking / Elaboration (pushing boundaries) Self as a resource (awareness, confidence in ability) Experience (to build mastery to build upon) Visual and Performing Arts

References

This page is adapted from 10.3 What Children Learn Through Play. by Stephens, Peterson, Eyrich, & Paris. in Hale, A. (2023). ECD Principles and Practices. LibreTexts.