Exploring Play for Early Childhood Studies

Exploring the Play of Middle Childhood Children in a Poor Community in the North West Province: Caregivers’ Experiences

“…The most general sports that are played in this poor community on which children spend most of their time are soccer and rugby, as can be confirmed with the following comment: "…and soccer as well, my boy loves soccer, actually rugby but if he can play soccer it is also fine." There is support in the literature (Andrews, 2012;Lester & Russell, 2010) that physical play leads to the ability to do things requiring muscle strength and muscle control dexterity. Although play is also an enjoyable activity for the children, it has secondary benefits such as developing motor skills that can help the child to participate in other physical activities apart from play (Andrews, 2012).…”

“…There is support in the literature (Andrews, 2012;Lester & Russell, 2010) that physical play leads to the ability to do things requiring muscle strength and muscle control dexterity. Although play is also an enjoyable activity for the children, it has secondary benefits such as developing motor skills that can help the child to participate in other physical activities apart from play (Andrews, 2012). Smith (2010) states that children can be motivated to keep physically active through exercise and rough-and-tumble play.…”

“…Sub-theme THEME 1: Different types of play 1.1 Physical play and sport 1.2 Fantasy/imitation and rhythmic play 1.3 Types of games in the community 1.4 Types of toys in the community THEME 2: Factors influencing children's play 2.1 Environmental, cultural and community influences on play 2.2 The impact of technology on play THEME 3: Constraints in the community affecting play 3.1 The effect of poverty on play 3.2 Children's safety and lack of resources 3.3 Supportive structures in the community THEME 1: DIFFERENT TYPES OF PLAY Andrews (2012) and Smith (2010) state that that are various types of play. The participants in this study noticed the following types of play (physical, fantasy/imitation and rhythmic) in their children.…”

“…According to Andrews (2012), children will play anywhere, adapting to their surroundings and the time available. Each culture views play in a distinct way and the reaction of adults to play also varies (Smith, 2010).…”

Children’s Empowerment in Play

“…Currently, the way that practitioners support children is shaped by 'top down' perspectives which reaffirm initiatives and thinking about early years education as adultdirected and outcome driven. However, early years practitioners are part of a strong community of practice where the value of play and child-centred practice is recognised (Andrews, 2012). As such, a community of practice built on experience, awareness of influences on children outside of the setting, liaising with parents and other professionals supports a collective of professionals able to influence others.…”