The Importance of Play In Early Years

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1 Carmen Kealy Hardiman Research Scholar/ PhD in Child and Youth Research UNESCO Child and Family Research Centre, NUI Galway

2 Background Ireland recorded highest level of 0-14 year olds among the EU 25 Member States in 2004 (Dunne et al., 2007) 9 year olds happiest, when with family and friends, engaged in social interaction and physical activities (GUI,2009) Youth suicide rate is the fifth highest in Europe (Pisa,2013) Suggestion that pressure to perform at a young age has damaging long-term effects (Cambridge Primary Review,2013)

3 Debate around Early Start of Formal Education Child s emotional health is far more important to satisfaction levels in adulthood than academic success when young (Dowing,2014) Young children too fragile for subject based learning 90% of countries prioritise social and emotional learning with a start of formal schooling at age 6 or 7 (Whitebread, 2012) Irish policy corresponds with 22 European countries regarding the entry to the primary curriculum at age 6, but majority of children enrol earlier (Department of Education and Skills, 2013).

4 Debate around Early Start of Formal Education Young children are capable of learning formal skills and gaining a head start in learning Opportunities for less advanced children to make up any deficits in academic skills ECCE entitlement was restricted to age 3 years 2 months and 4 years 7 months in September of relevant year (Department of Children and Youth Affairs, 2013) Gap between completion of scheme and enrolment to primary education Cultural traditions or financial strain experienced by parents?

5 Evidence Education should be directed to a broad range of developmental areas, including the child s personality, talents, and mental and physical abilities (UNCRC Article 29) Cerebrums growth particularly rapid in the first five years of life and PLAY facilitates multiple and complicated neuron connections > implications for future ability to learn and achieve PLAY about dealing with multiple tasks (relationships, activities, problem solving, other peoples ideas) and creating companionship and enjoyment simultaneously (education.com., 2014)

6 Evidence PLAY contributes to advances in "verbalization, vocabulary, language comprehension, attention span, imagination, concentration, impulse control, curiosity, problem- solving strategies, cooperation, empathy, and group participation" (Smilansky &Shefatya, 1990). Strong connections between quality of PLAY in preschool years and children's readiness for formal schooling (Bowman, Donovan, & Bums, 2000; Ewing Marion Kauffman Foundation, 2002; Shonkoff & Phillips, 2000). Significant correlation between PLAY and text comprehension/ metalinguistic awareness and understanding of the purpose of reading and writing (Roskos & Christie, 2000).

7 Evidence Examination of reading ability in 32 countries: children instructed from age 7 had largely caught up with the younger age intervention by age 9(Elley, 1992) No critical period for learning how to read, but voluntary reading essential for a favourable result. Disadvantaged children particularly benefit. PLAY can help to "act out emotional problems and serves as way of coping with anxieties, deal with the stresses and tackle behavioural issues (Millar, 2011)

8 Suggestions Survey revealed 96 % of parents and 96% of childhood care and educators support 2. Year of ECCE scheme (Early Childhood Ireland,2013) (Latest :Free pre-school year extended from age 3 to 5½. Still too young? Set curriculum with expectations of achievement) Extended PLAY in line with children's natural development would assist flourishing Improvement of confidence and social skills, school readiness and speech/language development Later start of formal education in line with fellow European countries who score higher in academic proficiency and overall child well-being ( Multi-cultural Ireland: Immigrant children)

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