THE IMPORTANCE OF CHILDREN’S PLAY
Brick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she’s creating an enchanting world. Although she isn’t aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.
Minutes later, Alice has abandoned the kingdom in favour of playing schools with her younger brother. When she bosses him around as his ‘teacher’, she’s practising how to regulate her emotions through pretence. Later on, when they tire of this and settle down with a board game, she’s learning about the need to follow rules and take turns with a partner.
‘Play in all its rich variety is one of the highest achievements of the human species,’ says Dr David Whitebread from the Faculty of Education at the University of Cambridge, UK. ‘It underpins how we develop as intellectual, problem-solving adults and is crucial to our success as a highly adaptable species.’
Recognizing the importance of play is not new: over two millennia ago, the Greek philosopher Plato extolled its virtues as a means of developing skills for adult life, and ideas about play-based learning have been developing since the 19th century.
But we live in changing times, and Whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities. ‘The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,’ he says. Outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents’ increased wish to protect their children from being the victims of crime, and by the emphasis on ‘earlier is better’ which is leading to greater competition in academic learning and schools.
International bodies like the United Nations and the European Union have begun to develop policies concerned with children’s right to play, and to consider implications for leisure facilities and educational programmes. But what they often lack is the evidence to base policies on.
‘The type of play we are interested in is child-initiated, spontaneous and unpredictable – but, as soon as you ask a five-year-old “to play”, then you as the researcher have intervened,’ explains Dr Sara Baker. ‘And we want to know what the long-term impact of play is. It’s a real challenge.’
Dr Jenny Gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child’s later life.
Now, thanks to the university’s new Centre for Research on Play in Education, Development and Learning (PEDAL), Whitebread, Baker, Gibson and a team of researchers hope to provide evidence on the role played by play in how a child develops.
‘A strong possibility is that play supports the early development of children’s self-control,’ explains Baker. ‘This is our ability to develop awareness of our own thinking progresses – it influences how effectively we go about undertaking challenging activities.’
In a study carried out by Baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliar set-up requiring scientific reasoning. ‘This sort of evidence makes up think that giving children the chance to play will make them more successful problem-solvers in the long run.’
If playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance.
Gibson adds: ‘Playful behavior is also an important indicator of healthy social and emotional development. In my previous research, I investigated how observing children at play can give us important clues about their well-being and can even be useful in the diagnosis of neurodevelopmental disorders like autism.’
Whitebread’s recent research has involved developing a play-based approach to supporting children’s writing. ‘Many primary school children find writing difficult, but we showed in a previous study that a playful stimulus was far more effective than an instructional one.’ Children wrote longer and better-structured stories when they first played with dolls representing characters in the story. In the latest study, children first created their story with Lego*, with similar results. ‘Many teachers commented that they had always previously had children saying they didn’t know what to write about. With the Lego building, however, not a single child said this through the whole year of the project.’
Whitebread, who directs PEDAL, trained as a primary school teacher in the early 1970s, when, as he describes, ‘the teaching of young children was largely a quiet backwater, untroubled by any serious intellectual debate or controversy.’ Now, the landscape is very different, with hotly debated topics such as school starting age.
‘Somehow the importance of play has been lost in recent decades. It’s regarded as something trivial, or even as something negative that contrasts with “work”. Let’s not lose sight of its benefits, and the fundamental contributions it makes to human achievements in the arts, sciences and technology. Let’s make sure children have a rich diet of play experiences.’
Questions 1 - 8
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 1-8 on your answer sheet.
Children’s playUses of children’s play • building a ‘magical kingdom’ may help develop 1 • board games involve 2 and turn-taking Recent changes affecting children’s play • population of 3 have grown • opportunities for free play are limited due to – fear of 4 – fear of 5 – increased 6 in schools International policies on children’s play • it is difficult to find 7 to support new policies • research needs to study the impact of play on the rest of the child’s 8 |
Question (9)
Do the following statements agree with the information given in Reading Passage 1?
In boxes 9-13 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
9
Children with good self-control are known to be likely to do well at school later on.
10
The way a child plays may provide information about possible medical problems.
11
Playing with dolls was found to benefit girls’ writing more than boys’ writing.
12
Children had problems thinking up ideas when they first created the story with Lego.
13
People nowadays regard children’s play as less significant than they did in the past.
Question (14)
Reading Passage 2 has seven paragraphs, A-G.
Which paragraph contains the following information?
Write the correct letter, A-G, in boxes 14-18 on your answer sheet.
NB You may use any letter more than once.
14
a description of how people misused a bike-sharing scheme
15
an explanation of why a proposed bike-sharing scheme was turned down
16
a reference to a person being unable to profit their work
17
an explanation of the potential savings a bike-sharing scheme would bring
18
a reference to the problems a bike-sharing scheme was intended to solve
Questions 19 - 20
Choose TWO letters, A-E
Write the correct letters in boxes 19 and 20 on your answer sheet.
Which TWO of the following statements are made in the text about the Amsterdam bike-sharing scheme of 1999?
- A
- B
- C
- D
- E
Questions 21 - 22
Choose TWO letters, A-E
Write the correct letters in boxes 21 and 22 on your answer sheet.
Which TWO of the following statements are made in the text about Amsterdam today?
- A
- B
- C
- D
- E
Questions 23 - 26
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 23-26 on your answer sheet.
The first urban bike-sharing schemeThe first bike-sharing scheme was the idea of the Dutch group Provo. The people who belonged to this group were 23 They were concerned about damage to the environment and about 24 and believed that the bike-sharing scheme would draw attention to these issues. As well as painting some bikes white, they handed out 25 that condemned the use of cars. However, the scheme was not a great success: almost as quickly as Provo left the bikes around the city, the
26
Took them away. According to Schimmelpennink, the scheme was intended to be symbolic. The idea was to get people thinking about the issues. |
Look at the following statements (Questions 27-31) and the list of researchers below.
Match each statement with the correct researcher, A-F.
Write the correct letter, A-F, in boxes 27-31 on your answer sheet.
NB You may use any letter more than once.
List of Researchers
A | Pfeffer |
B | Lucas |
C | Maroudas et al. |
D | Ng and Sorensen |
E | Enz and Siguaw |
F | Deery |
Hotel managers need to know what would encourage good staff to remain.
27
The actions of managers may make staff feel they shouldn’t move to a different employer.
28
Little is done in the hospitality industry to help workers improve their skills.
29
Staff are less likely to change jobs if cooperation is encouraged.
30
Dissatisfaction with pay is not the only reason why hospitality workers change jobs.
31
Question (32)
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 32-35 on your answer sheet, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
32
One reason for high staff turnover in the hospitality industry is poor morale.
33
Research has shown that staff have a tendency to dislike their workplace.
34
An improvement in working conditions and job security makes staff satisfied with their jobs.
35
Staff should be allowed to choose when they take breaks during the working day.
Questions 36 - 40
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 36-40 on your answer sheet.
Fun at workTews, Michel and Stafford carried out research on staff in an American chain of 36 They discovered that activities designed for staff to have fun improved their 37 , and that management involvement led to lower staff 38 . They also found that the activities needed to fit with both the company’s 39 and the 40 Of the staff. A balance was required between a degree of freedom and maintaining work standards. |