‘All they do is play’: The importance of play for all ages and stages of learning
Written by: Gemma James and Melissa Taylor
5 min read
GEMMA JAMES AND MELISSA TAYLOR, EARLY LEARNING HIGH NEEDS PATHWAY LEADS, ELLESMERE COLLEGE LEICESTER, UK
A phrase that most staff in an early learning environment will have heard, whether in the working environment or in conversation in the wider community, is: ‘all they do is play’. In this article, we discuss the importance of play and open-ended opportunities for students with severe learning difficulties (SLDs) in a curriculum pathway for ages four to 16.
Working in the early years for most of our careers (25 years combined) and specialising in children with special educational needs and disabilities (SEND) has allowed us to gain a deep understanding of the importance of play for children. Copious research from Jean Piaget, Lev Vygotsky and Loris Malaguzzi, to name a few, as well as policy and guidance such as Birth to 5 Matters (Early Education, 2021), Ofsted and the early years framework (DfE, 2014), support the need for high-quality play in education.
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