Play

Optimal Learning Environments

By Jennifer Hobson OTR/L

Play is such an essential element of children’s lives which impacts learning across all areas of development. Therefore, homes should be designed to encourage play. Unlike what most people believe, and what advertising would have us think, you do not need electronic toys or the newest items on the market. Children only require a few basic items and a set up conducive to exploration to stimulate their curiosity (Neuman, 2014). Do not forget that even with an optimal environment, children learn most from the adults that take the time to engage with them in play.

- Has physical and psychological benefits

- Helps eating and sleeping

- Decreases the possibility of physical and psychological disorders with time spent in nature (Park & Riley, 2015).

- Large playground equipment is not necessary for learning in outdoor play.

It is easy to create optimal outdoor play settings for your family. A simple yard in your home, courtyard on your street, sidewalk in front of the house or deck/patio is the easiest setting to frequent on a daily basis. Even without a large space, young children can utilize their gross motor/large muscles during play when running, climbing, and participating in simple games. Adding music, an obstacle courses or ball not only provides what your child needs for motor skills, but includes social-emotional and cognitive aspects as well. Whenever possible, include items from nature which encourage creativity and imagination (Mullick, 2013). Occasional trips to public parks, trails and natural water sources such as creeks are fun for your whole family.

Indoor Play

- Promotes movement

- Encourages fine motor development

- Easy to build in sensory experiences

- Store bought toys are not necessary

Sensory experiences help our children’s brains to organize which improves attention. Activities that promote movement and include a variety of textures are also important (Hunter, 2018). It is easy to create an area for art activities with sensory exploration of a variety of materials. Play dough and slime can be store bought or homemade and provide an opportunity for fine motor strengthening, creativity with use of utensils such as scissors, cookie cutters and knives. Finger painting does not have to be just for paint but can be done in pudding, shaving cream, and flour that is wet or dry. This allows for making lines, shapes and beginning letters without having to manage a writing utensil. An old shower curtain provides the right surface on the floor or table for easy clean up.

Other types of sensory play can be set up in large Tupperware containers or shoe boxes with rice, noodles or beans as well as materials from nature (Schwarz & Luckenbill, 2012). Add a plastic cup, spoon, measuring items and small toys to hide and you have hours of play that builds in important developmental skills. Our contemporary society has decreased our sensory experiences in nature and our children are not making the connections necessary for optimal development which virtual nature experiences cannot provide (Beery & Jorgensen, 2018). Bringing items from nature inside for play such as pine cones, small rocks, snow, and fallen leaves provides physical and sensory exploration that is vital.

Large muscle movement is also possible indoors. You do not need a swing in order to swing a small child. Have them lie on a blanket with two adults to grab the corners and swing. The child can then imitate the same actions with dolls, stuffed animals or pillows inside. Obstacle courses only require household furniture. Then determine which pieces will be walked around, crawled under or required to be pushed out of the way. Children love to jump and crash. Using couch cushions on the floor, large pillows or old air mattresses give them a safe place to do so.

References

Beery, T. & Jorgensen, K. (2018). Children in nature: Sensory engagement and the experience of biodiversity. Environment Education Research, 24(1), 13-25.

Carroll County Public School Birth to Kindergarten Program. (2021).

https://sites.google.com/carrollk12.org/birthtokindergarten/developmental-resources

Hunter, M. (2018). Sensory strategies outside of school. Palaetra, 32(4), 8-9.

Mullick, A. (2013). Inclusive indoor play: An approach to developing inclusive design guidelines. DOI 10.3233/WOR-121489

Neuman, S. B. (2014). Content-rich instruction in preschool. Educational Leadership, 72(2), 36-40.

Park, M. H. & Riley, J. (2015). Play in natural outdoor environments: A healthy choice. Dimensions of Early Childhood, 43(2), 22-28

Schwarz, T. & Luckenbill, J. (2012). Let’s get messy! Exploring sensory and art activities with infants and toddlers. Young Children, 26-34.