An active-learning, holistic, child-centred approach to children in The Early Years has been a consistent theme in Ontario education for decades. It is supported by developmental theory, such as Piaget's Theory, and by research findings. "Breaking down" the child's development into specific areas is an artificial convenience. The research clearly shows that development is holistic and that physical development, language, cognitive, play and social-emotional development are all interwoven.

What is Play?

The following are some definitions from noted researchers, educators and philosophers:

• “Holistic teachers see play as a way for students to make cognitive, social, and emotional growth. Play enriches the imagination, provides opportunities for developing originality, and strengthens the individual’s ability to cope with problems and the unexpected. Play is an essential element in community life.” Ralph Peterson
• “Play is a child’s work.” Maria Montessori
• “Play is what we enjoy while we do it.” John Dewey
• “Play may be defined as behaviour that is intrinsically motivated, freely chosen, process oriented and pleasurable.” J.E. Johnson and J. Ershler
• “Play is pleasurable, enjoyable.” Play has no extrinsic goals. Play is spontaneous and voluntary. Play involves some active engagement on the part of the player.” C. Garvey
• “A man is most human… when he plays.” M.J. Ellis
• “Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child’s soul.” Friederich Froebel
• “Play is the principle business of childhood.” Jerome Bruner
• “Play is an experimental dialogue with the environment.” Irenaus Eibl-Eibesfeldt
• “It is a happy talent to know how to play.” Ralph Waldo Emerson

Components of a Play-Centred Curriculum

• enough space to accommodate active participation in play activities
• a room arrangement with interest in areas that provide private and open places, allow easy transition from one activity to another and enable staff to easily monitor activities
• enough activities to interest children, with a balance between familiar activities and new challenges
• an appropriate selection of materials to meet the social, physical and creative needs of children
• a daily schedule that is predictable, balanced and allows adequate time for children to be meaningfully engaged in activities

The Setting

The educators will organize a setting that:

• promotes children's learning
• is aesthetically pleasing, well arranged and stimulating
• is arranged to allow children to explore, create and move around freely
• has a balance between noisy and quiet areas
• has sufficient appropriate materials which are easily accessible
• caters to the special needs of children
• ensures safety in the physical environment
• provides areas to display children's products, current interests, parent information and program details
• provides equal opportunities for all children to have access to all materials, activities, and areas
• provides opportunities for children to learn through the senses
• has an atmosphere that is welcoming to both children and adults
• allows children to do things for themselves
• has routines that support children's learning and the purposes of the program
• allows for many different types of assessment

Routines

In an Early Years setting, it is crucial that the children are allowed to work in large blocks of time and that they are provided opportunities to choose, plan, implement and reflect upon the activity. A simple but effective way may programs schedule activities is in the form of time blocks. A time block is a labeled period of time of an approximate length that occurs at the same time every day, but within which there is flexibility for many things to happen. The time blocks used in many programs may include:

• arrival/opening circle
• work/play period
• clean up time
• closing circle
• outdoor play/departure

The length of each time block as well as the order in which you schedule them depends upon your goals, the needs of the children, and the daily circumstances. Time blocks do not tie you to specific times. Rather, they refer to activities and the order in which they occur. There flexibility frees you to plan for a variety of activities within a certain block.

Personal and Social Development Circle time is a wonderful time to focus on meeting new friends, sharing ideas, cooperating in a group, and learning class rules. Through various circle time activities, children come to understand the meaning and importance of mutual respect. These interactions teach social-emotional skills that help children feel good about themselves and their relationship to the group. This will help build a foundation of group spirit and unity.