The impact of play on emotional development in the Early Childhood years

By: Samantha C.
    
    Hutchinson (2008) states that, "through play, children develop the motor skills essential for physical development , learn the problem-solving skills and communication skills fundamental to cognitive development, and express the feelings and gain the self-confidence needed to emotional growth" (p. 155). Play can help children develop much of their emotional self by exploring their fears , anxieties and views on self image. In addition, it contributes to a child's cognitive development.  Finally, it allows children to connect with their interests that promote positive experiences. 

        William Corsaro (2005) states that, young children use imaginary or dramatic play to cope with fears (Hutchinson, 2008, p. 156). Play in early childhood allows for children to develop an opportunity to have control over their emotions and feelings. An example could be when a child dresses up as a superhero to cope with their feelings of being small in a big world (Davies, 2004, in Hutchinson, 2008, p. 156). Furthermore, children fear that they do not measure up to adults so therefore use toys to fight this notion.  In preschool, children are told they are not allowed to take toys home so they take small toys, such as toy cars, that they are able to fit in their pockets (Hutchinson, 2008, p. 156).  Self image is strongly prevalent in play.  Toys that are sold perpetuate a very strong status quo and support the norm. Children are heavily influenced by the toys they play with, an in turn, can develop a stark image of themselves and how they should appear.  For more information on this see the section discussing the negative influences of play.

      Play provides many opportunities for cognitive development in early childhood.  Cognitive development is an important part of the emotional development of children aged 3-6. Cognitive development focuses on a child's development in the areas of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development (personal communication, Sandra Preston, September 2010). According to Hutchinson (2008) children develop unique and complex language categories for group play that further language developing and logical thought processes (p. 156). Play with books can also facilitate cognitive language development and thus these types of play are called learning play (Meek, 2000, in, Hutchinson, 2008, p. 156). Here are some examples of learning play style books: 
 

Examples of pretend play or mimicking play:

The following video, Pretend Play and Early Childhood Language Development, explores some of the concepts discussed surrounding cognitive development and language skills associated with play and make believing.  It also touches on the idea of coping with fears of the real world but mimicking them.  Children who dress up as mommies and daddies are trying to become like the adults of society to gain control over themselves.  Play allows for exploration of a subset of the real world, and gives children the opportunity to experience what it feels like to be a "big person." (video courtesy of www.youtube.com)

The following links provide journal and news articles on this subject:

http://www.timesofmalta.com/life/view/20101121/features/power-to-the-children

http://www.catalyst-chicago.org/arch/09-96/096snaps.htm   read: Progressive preschool 

 

 

References

Hutchison, E. (2008). Dimensions of Human Behavior: The Changing Life
       Course. Thousand Oaks, California: Sage Publications.

Preston, S. (2010). Lecture: Our Emotional Selves [PowerPoint Slides].