Running head: PLAY

Play and Development

Running head: Play and Development

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Abstract

There are many theories and philosophies of early child education and development. Of all of the
insightful approaches, I chose to briefly examine Waldorf, Maria Montessori, and Lev Vygotsky.
I would like to explore their theories on the purpose of early child education. We will observe
ways in which children learn through play and the information we should emphasize with
meaningful activities.

Running head: Play and Development

Waldorf schools are the product of an incredible philosopher Rudolph Steiner. Rudolph Steiner
was an Australian philosopher. He believed in a very humanistic approach to learning through
hands on activities. In 1907, he wrote an extensive essay, entitled "Education in the Light of
Spiritual Science. Within this profound work, he described the major phases of child
development. He suggested that these would be the basis of a healthy approach to education.
Years later he was asked to lecture in Stuttgart. The first school was established in 1919 in
Stuttgart, Germany. Steiner was the founder of anthroposophy. He characterized anthroposophy
as:
Anthroposophy is a path of knowledge, to guide the spiritual in the human being
to the spiritual in the universe. Anthroposophists are those who experience, as
an essential need of life, certain questions on the nature of the human being and the
universe, just as one experiences hunger and thirst. (Anthroposophic Press,1996)
According to the practices of the Waldorf schools, the purpose of education was to allow children
the freedom to develop their inner potential. Most are open-ended, like paints, clay, or blocks, as
Steiner felt that didactic materials (like those found in a Montessori classroom, or a puzzle, for
example) limited a child's imagination (Edwards, 2002) project investigation is unique and
personalized to the particular child investigators, as two groups of children could study a topic
such as "Birds" with entirely different goals, activities, and outcomes. Imaginary dramatic,
creative, and exploratory play is encouraged, as are many activities throughout the day that foster
oral language. Followers of the Waldorf approach believe that the intentional teaching of reading
and writing is not necessary until the age of seven. Children of Waldorf early childhood

Running head: Play and Development

education programs will focus on experiences and social interaction. They will learn the cause
and effects of their environments while exercising appropriate behavior.
Lev Vygotsky was a very influential mind of his time and his fire has not diminished one bit.
Although he died at the young age of 38, he is a very significant theorist of early childhood
education. He placed much emphasis on social contributions in the process of cognitive
development. On the other hand, other theorist such as Piaget, place much emphasis on selfinitiated discoveries. Vygotsky believed in placing much attention to language and its influence
on cognitive development.
Vygotsky encouraged educator to provide many opportunities for social interaction. He believed
in the emphasis of dramatic play as a means to promote language and learning through social
play. Through dramatic play children can develop in many areas. Children are learning selfregulation while interacting with their peers. This parallel play allows them to experiment with
back and forth interaction as well as the beginning stages of negotiation. Learning that things
cannot always go in our favor is a process. It is a lesson that has to be learned over time.
Children also learn physical control. They understand that we cant bite our friends because they
will not give up the purse. Through dramatic play children can learn social cues and the
unacceptable social interaction of other cultures. Observing dramatic play teachers and
caregivers can learn a lot about the dynamics of the childs home and other influences. We can
utilize the dramatic play areas to emphasis desirable behaviors and interactions.
Building language and vocabulary is instrumental to creating a grand foundation for
comprehension. Many times educators are invested in teaching their students rope memory.
Children will go a lot further with a deep sense of understanding and comprehension on the

Running head: Play and Development

subject matter. Children have deeper connection with literature when and if they can understand
what exactly is being taught.
Maria Montessori had another method of learning outside the emphasis of play. Maria
Montessori began her role in education taming unruly children. Maria Montessori saw that these
children had the capability to absorb culture. She was the first to introduce child size furniture
into the classroom. She believed the classroom, the learning environment, should be peaceful,
quiet, and orderly. Montessori believed in teaching children how to be independent and doing
things for themselves. I have found that Montessori is very strict and meticulous in its nature.
Maria Montessori believes in building childrens drive for knowledge. Children should learn
individualism, responsibility, and curiosity. The activities provided throughout the day should
reflect this theory. Maria Montessori believes in a meticulously prepared curriculum. She
believes that children learn through writing first. The theory of Maria Montessori is help me do
it myself. With my own children I practice the theory of teaching them to do things for
themselves at a very young age. As my children enter kindergarten they feel confident in their
own capabilities.
There are many methods and theories when it comes to the cognitive development of young
children. We cannot label one theory as absolutely correct. We understand that not all children
are the same. We need several theories and several methods to meet the needs of all of our
children. Our job is to understand the tools in order to utilize them in the appropriate manner
later. There are many ways to teach skills. One method that has received a bad reputation is play.
We can only overcome the negativity attached through education. We must break down the
activity of play into active learning labels.

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Reference

Jaruszewicz, C. (2012). Curriculum and methods for early childhood educators. San Diego, CA:
Bridgepoint Education
National Institute for Early Educational Research. (2002, September). Growing and learning in
preschool [Video file]. Retrieved from http://nieer.org/publications/nieer-videos/video-growingand-learning-preschool
Peterson, S., Jones, L., & McGinley, K. A. (2008). Early learning guidelines for infants and
toddlers: Recommendations to states. Washington, DC: Zero to Three.
Steiner, Rudolf. "The Education of the Child, and early Lectures on Education" in Foundations
of Waldorf Education, Anthroposophic Press, 1996