Understanding and Building upon Children's Perceptions of Play Activities in Early Childhood Programs

Abstract

Early childhood educators are in agreement that children should spend part of each day engaged in play activities. Play is generally viewed by adults as a time when children direct their own activity. However, little discussion has focused on how children and teachers in the same classroom perceive playtime. This article reviews research on the differences between children's and teachers' views of play and presents a continuum of activities from work to play. Based upon observations of how one child was redirected during free playtime, the author suggests ways in which teachers might respect and foster children's play.