Importance of Teaching Learning Material In Play Way Approach

‘Play way’ and ‘holistic personality development’ are the two key phrases used by many preschools to communicate their approach to teaching and learning. Yet when you peep into most classrooms you will see children sitting in their places completing worksheets, reciting poems or colouring pictures. This is play-way, say the teachers- after all we are not forcing children to memorise. There is no pressure on children and we motivate them by giving each child a star for completing the task.  

Fred Froebel, the originator of the Kindergarten system and the play way system of learning said that ‘play is the work of children. The … aim of these plays [games] … is to exercise and develop the child’s power of independent movement. They are journeys of discovery. They are plays which enrich the child with perceptions and experiences.’

To encourage children to play Froebel designed playthings he called ‘gifts’. The purpose of providing children with these ‘gifts’ was to encourage them to play and thereby discover underlying concepts represented by the object.   

The importance of the right ‘gifts’ or teaching learning material cannot therefore be overemphasised in the play way approach. A progressive school with committed teachers and concerned promoters therefore have to ensure that the preschool provides age appropriate, interesting, safe and attractive teaching learning material for both indoors and outdoors. Children will learn language, understand concepts and develop skills by interacting with the right kind of teaching leaning material. The teacher can thereby assume the true role of a facilitator.  

The first step to providing quality preschool education is ensuring that they have access to toys and play materials that stimulate curiosity, encourage discovery and provide challenge as well opportunities to experience success.