Foundation of Education

Key unit competence: Design opportunities for young children to engage in different types of play and interact with them

                                               as they play to build their thinking and language skills.

Introductory Activity

1. Compare any play of 3-5-year-old children and a match of football between two schools for interschool trophy organised at Sector level. Is there any difference between the two? Why?

3.1. Meaning of play

Activity 3.1

From the scenario of the two competing school teams, draw a table with characteristics of play that are different from those in the match mentioned above.

3.1.1. Definition of play

Play has been defined by different psychologists, but the definitions depend on their schools of thought. 

According to Piaget, J (1962) play is the way the child learns about his/her environment. He continues to argue that play has an interactive nature that facilitates construction of knowledge. Anna Freud (1965), a daughter of Sigmund Freud uses the approach of the unconscious self and says that play is an acceptable behavior through which a child expresses his/her emotions and impulses. A sociologist, Groos (1901) describes play as a means through which children get an opportunity to practice the necessary life skills. For Kuffaro (1974), “play is the visible language of childhood wherein we see and hear the total child functioning, revealing his/her concerns, conflicts, information and misinformation, wishes, hopes, pleasures and questions.

In view of the different definitions, it is clear that play cannot be easily defined. Nevertheless, play can generally be described as the voluntary activities of children, which are inherently enjoyable. 

It involves intrinsic motivation focused on process rather than product. It also involves pretence, implicit (implied but not expressed) and flexible rules. Play is therefore a pleasurable activity that is engaged in for its own sake.

3.1.2. Characteristics of play

•  Play is pleasurable: the participants may not be necessarily laughing but there is enjoyment in any play activity. It has been found that an activity that engenders so much stress in the participant can hardly be described as pleasurable.
• Play is voluntary: this means that the activity is not a prescribed duty and the player does not expect a reward. There is no coercion into play and the player decides whether to play or not.
• Play is not goal-oriented, not focused on some product. This means that the process is more important than the end. Fergus (2010) regarded play as intrinsically motivated. This means that play is end in itself, done only for satisfaction of doing it.
• Play is actively engaged in by the player: in play, the child concentrates on the activity. The involvement could be physical, mental or psychological.
• Play involves a lot of pretence. Play portrays a “what if?” attitude. In actual fact, play has been described as the opposite of reality. Play involves a certain element of make-believe, a distortion of reality to accommodate the interest of the player. This is particularly true of the symbolic play that is so characteristic of the preschool years, when children spend much of their time experimenting with new roles and playing out imaginary scenes.
• Play is flexible. It may be modified according to the wish of the player.

The terms ‘play’ and ‘game’ are synonymous but it is important to note the difference between the them.

The difference between Play and Game is that play is an activity for amusement, especially among the young while game is an activity with rules performed either alone or with others, often for the purpose of entertainment, education, monetary gain or other reasons.

Application Activity 3.1

Reflect briefly on the nature of play and explain its characteristics.

3.2. Importance of play

Activity 3.2

Referring to the previous knowledge and information about play,

explain the importance of play in the child’s development and learning.

3.2.1. The benefits of play to children in general

Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them.

Play activities involve the child’s total self and use of all forms of energy. Play is comparable to food as a necessity for the growth and development of a child. It has been argued that play gives a child the reason for existence and gives assurance of immortality.

Through play, a child:

  - Develops imagination

  - Acquires skills of body and mind

  - Can understand, sympathise and empathise

  - Acquire competition skills and learns how to cope with failure and success

  - Can persevere i.e. acquisition of the ability to struggle towards a desired end.

  - Acquires healing for hurts and sadness

  - Releases pent-up urges towards self-expression

  - Is provided with a complex awareness of the world and her or his ability in relation to it.

Application Activity 3.2

Explain what the child benefits through play.

3.3. Adults’ support to children’s play

Activity 3.3

While playing, children should not be abandoned; they need the company of an adult. Explain why you agree or disagree with this statement.

3.3.1. Introduction

It is important to study the role of adults in children’s play when examining the positive effects of play on the development of children’s skills. The reason is an adult is expected to provide opportunities for children’s play through adjustments of physical and social contexts. Broström (2003) expressed the view that the full potential of play can only be unlocked by active teachers or parents There were many controversial arguments about whether adults should be involved or not involved in children’s play. But finally, it was recommended that there should be a balanced diet of free, child-initiated play, play between children and adults, and so on. This predominant view concerning a balance between adult-child play and adult-free play manifested itself most clearly in a general consensus around the view that an adult who pays attention, listens to the child and talks to them, will be more beneficial than an adult who structures and directs the child’s activity.

For adult directed/structured play not to be ‘work’ but ‘play’, it is possible for adults to operate as co-players with children, supporting and extending the play activities, while preserving the children’s freedom and autonomy to develop the play as they wish (Howard, 2010).

3.3.2. The role of adults in children’s play

In order to help a child learn and know, you need to learn to know your child,which you can do by supporting their play. You can support children’s play by

•  Paying attention to environment and structure. When you structure an environment (either indoors or outdoors) based on a child’s strengths, abilities and needs, you can enhance their normal play and help them be successful and independent.
• Building and extending. Challenge a child’s current knowledge or understanding through opportunities or materials that extend upon their current experiences or understanding.
• Providing choices. Giving children the freedom to make their own choices is not only empowering but helps them to lead their own learning experiences based on their interests and abilities.
• Talking about play. Adults can extend and support a child’s play simply by engaging with children during play. Adults can talk to children about their play. By being involved, children learn that adults are invested in them and respect their play decisions.
•  Validating their efforts. Participating in play with your child is fun for them and shows them you value what they are doing. Your presence and proximity to children can communicate a lot to them.
•  Adding to children’s play. In actively participating in play, when invited, adults can extend upon a child’s current knowledge and help them make new connections. This can be done by modeling positive behaviors or interactions.

Preventing problems. By being actively involved in the process of play, adults are in a good position to intervene if a situation arises when a child might need help, whether it is an interpersonal conflict, a problem or a safety concern. It’s important to remember children need opportunities to practice problem solving and conflict resolution independently as well. Make sure to give children ample opportunities to practice these skills on their own and only intervene if necessary.

• Building children up. Sometimes children may need help engaging in activities or joining an activity, and when adults are regularly a part of their play, they can be a good bridge to help children feel comfortable initiating and participating in play.

3.3.3. Adult’s positive interactions in children’s play

Responsiveness is an approach to conversation and play that is meant to help promote positive interactions between adults and children. Adults join in play and follow the child’s lead, while promoting turn-taking in conversation and play. Additionally, adults provide verbal models of target language, but do not prompt expressive language from the child. There are several strategies to use during responsive play. A few are listed below

• Imitating language: Imitation involves repeating what a child says. For example, if the child picks up a toy train and says, “train”, the adult could point at the train and say, “train.”
•  Expanding language: Expanding involves repeating what the child says and adding an extra component. For example, if the child says “train”, the adult could say “red train.” Or the adult can pick up another train and push it forward and say “The train is fast!”
• Imitating play: Imitation in play involves doing exactly what the child does. For example, if the child puts a piece of play food on a plate, the adult could pick up a similar piece of play food to put on a plate.
•  Expanding play: Expansion in play involves doing what the child does and adding an extra behavior. For example, if the child holds a baby, the adult could hold a baby and feed the baby with a bottle. Similarly, if the child stacks blocks and says “I made a house!” an adult could make a similar structure and add an extra block and say “I put a chimney on my house!”

Following a child’s lead: During play, allow the child to take lead and follow what they do. If they change toys, change toys with them instead of trying to re-engage them with the previous toy. For example, if the child is building a house and then picks up a matchbox car, the adult might choose to get a similar vehicle rather than saying “Don’t you want to play with your house?”

Application Activity 3.3

1. From the discussions about adult’s role what should the caregiver do for children to benefit from play activities?

2. Choose a strategy that a caregiver could use to motivate children during play and explain why you chose the specific strategy

3.4. Types of play

Activity 3.4

Associate play activities to where they are organized, characters involved and stages of development concerned.

3.4.1. Types of play by organization

• Structured play

Structured play is generally adult led providing direction, and a specific task in order for a child to learn a new skill. It’s usually an activity on offer at playgroup with a specific purpose and adult input, for example a game shared between

preschoolers, a challenging puzzle, etc.

During structured play, children are introduced to new ideas and opportunities, enhancing their development and learning abilities, such as setting the foundations for learning to focus, pay attention, take turns and follow instructions.

•  Unstructured play

Unstructured play means open ended, or creative free play with endless possibilities. It is child-led and directed and doesn’t require an outcome or product - playing in the home corner; free construction with blocks, painting on blank paper; or getting creative with various recycled materials.

Unstructured play provides children with experiences in creativity, imagination, decision-making and the development of overall emotional and social skills.

•  Indoor play

Indoor play is play organized in interior environments. They are specifically designed for learners to play in and have tremendous fun with. The softcontained structure and play equipment are wrapped in soft foam to absorb the impact when children fall or bounce around.

•  Outdoor play

Outdoor play is one of the fundamental aspects that characterizes childhood. Children need exposure to the natural world through exploration, experimentation, motivation and manipulation of their senses.

The benefits of outdoor play are outlined as follows:

    - Better physical health

    - Numerous opportunities to strengthen motor skills

    - Stress relief

     - Greater visual-motor integration (or the ability to control hand or body movement guided by vision)

     - Greater creativity

     - Stronger verbal and social skills

    - Production of Vitamin D (an essential vitamin for bone health) through exposure to sunlight

     - Increased attention and cognitive abilities

Quality outdoor space

According to Children and Nature Network (2012), Outdoor play environments

should be free of the following:

   - Missing or broken parts, glass, cigarette butts, litter, building supplies

    - Protrusion of nuts and bolts

    - Rust and chipping or peeling paint

    - Sharp edges, splinters, and rough surfaces

    - Stagnant water

    - Visible cracks, ditches, holes, wells, traps

     - Unstable non-anchored large play equipment (e.g., playhouses, climbers)

      - Deterioration

      - Broken or worn electrical fixtures or cords

      - Animal excrement and other foreign material

       - Surfaces that are too hot or too cold for children to touch safely

      - Natural objects that might cause harm: sharp rocks, stumps, roots, branches

       - Unsafe insects: anthills, beehives, or wasp nests

3.4.2. Social play

• Unoccupied play (birth-3 months)

Parten (1932) defined this as a child not engaged in play. But you could think of this as the “infancy” of play. Here, your baby or toddler creatively moves their body with no purpose other than it feels good and interesting.

It’s the most basic type of play. Your child is completely free to think, move, and imagine. Even the smallest object is full of wonder if you’ve never seen anything like it before. Choose something with lots of textures and color, and avoid bright lights or surprising noises, as they may startle your little one.

Examples: Child-friendly household objects: spoons, plates, jerrycans, etc. for the child to be familiar with the world around him/her before you introduce objects from other environments.

•  Solitary, or independent play (Birth-2 years)

When a child plays alone, she learns to concentrate, think by herself, comes up with creative ideas, and regulate emotions. All of these are important things for a child to learn. Playing independently is important and normal.

•  Onlooker/spectator play (2 years)

This is the type of play where a child watches other as they play and remains actively engaged though not physically. 

The child plays the role of a spectator. A child who is engaged in this type of play is so involved that he/she may even ask questions or give suggestions on whatever the others do.

• Parallel Play (2+ years)

It involves a child playing alongside – but not really with -- other children. If you watch, you will notice that there is no formal interaction, but the children are often playing with the same toys and engaged in a similar activity. 

This type of play is very common for children from 1-3 years of age. Parallel play is very important as it teaches children peer regulation, observation skills, how to get along with others, as well as ways to work independently.

• Associative play (3-4 years)

Here, your child plays with other children, but the learners do not organize their play toward a common goal.

 Children play together interacting with one another, but they don’t seem to be harmonizing their activities.

 They take part in the same activity and do basically the same thing but no attempt to organize the activity or take turns. Each child acts as he or she wishes and his or her interests are not dictated by the group interest.

• Cooperative Play (4+ years)

It is a more organized kind of play. The child plays as part of a larger group that has a collective goal such as making an art project or putting on a skit. During cooperative play, the role of leader and follower are often visible.

•  Rough and tumble play

Rough and tumble play has been defined as physically vigorous behaviors, such as chase and play fighting, that are accompanied by positive feelings between the players. It seems aggressive, physical and risky even when the children engaging in it are full of joy and excitement. That is why it is sometimes challenging for preschool teachers to handle even though it is important for children’s development. Rough-and- tumble play is a social activity that usually occurs among children who have had considerable social experience with each other. 

This play involves: wrestling, tickling and chasing.

3.4.3. Play by content

This is a classification according to what a child does. Content focuses on the actual play activity irrespective of the number of children involved. Some of the identified categories are physical, expressive, exploratory/manipulative, constructive, dramatic/pretend/symbolic play and games with rules. Play and children are inseparable. Play is the work of early childhood. Develop mentalists

view children’s play as a major means through which physical, cognitive and social skills are strengthened and sharpened.

•  Physical play

When children run, jump, and play games such as chase, hide-and-seek, they engage in physical play. This play has a social nature because it involves other children. It also provides exercise, which is essential for normal development.

• Expressive play

Certain forms of play give children opportunities to express feelings by engaging with materials. 

Materials used in expressive play include finger-paints, watercolors, crayons, colored pencils, and markers, 

and drawing papers, clay, water, and sponges, beanbags, rhythm instruments. 

Parents can take an active role in expressive play by using the materials alongside the child.

•  Sensory motor play

This is play that captures the pleasures of using the senses and motor abilities.

For example, they develop the senses of touch, feel, smell, sight and hearing. Infants engage in

this kind of play and delights in things like kicking the side of the bed/cot and watching a turning mobile toy, objects etc.

This pleasure in sensory experiences and motor skills continue throughout childhood. Children happily explore many sensory experiences. For example, from their food they explore by feeling various textures with their hands, by watching peas float after they put them in their milk, by listening to the sound they make as they drink their porridge, or milk, by tasting unusual combinations such as cocoa mixed with juice, tea, or soda.

• Skill Mastery play

This occurs when a child is learning to do something new. Often, she uses trial and error to repeat the same skill over and over. Skill mastery play is common when learning to throw a ball, ride a bike, swim, or swing independently. 

This play helps the children to master new skills. For example, as you walk with the child to the shops or the market, the child will skip, jump, walk backwards, run, and drives imaginary vehicles etc.

Hand skills are also developed in mastery play for example when they tie knots in their shoe laces, put pegs in pegboards, use a pair of scissors to snips papers, etc. Mastery play is most obvious when physical skills are involved. 

The impulse to engage in mastery play comes naturally to pre-school children. Parents should encourage a child and influence the skills a child will master.

•  Dramatic/Pretend/Symbolic play

The beginning of dramatic play coincides with the achievement of symbolic thinking and can be clearly seen. 

For example, a child is feeding, cuddling and punishing a doll. Dramatic play helps social development especially when two or more children cooperate in creating their own drama. Simple domestic scenes are one of the standard plots of dramatic play. Other scenes include doctor, nurse and patient, a thief and a policeman. Dramatic play such as this

not only is fun but also helps children try out social roles, express their fears and fantasies and learn to cooperate.

•  Games with rules

There are two types of games with rules, table games and movement games.

Each child who is involved in a game has to conform to a structure of present rules. In this kind of games, children learn how to control their behavior. Games are based on chance, skills or strategy. It is not worthy that all games involve

memory, manipulation and strategizing. The ability to play games develops as the social skills mature. 

Experience makes them able change rules. Young children may not be ready to share, cooperate and to take turn.

3.4.4. Play according to the stages of development

Stage 1: Social affective play (birth through infancy)

Play begins with social-affective play, wherein infants take pleasure in relationships with people. 

As adults talk, touch nuzzle and in various ways elicit a response from an infant, the infant soon learns to provoke parental emotions and responses with such behaviors as smiling, cooing, or initiating games and activities. 

It is important for bonding and attachment formation. It occurs from birth through infancy and it involves cooing, touching and smiling between adult and child. The play involves no toys.

Stage 2: Sense-pleasure play (late infancy and toddler years).

Here the child explores his own body and his immediate environment using all his senses (hearing, seeing, touching, smelling and tasting). The caregiver should provide the child with a variety of opportunities for optimum sense development.

Stage 3: Skill – play ( toddler and preschool ages).

The child uses his large and small motor skills i.e. the child uses the arms, legs and fingers.

Stage 4: Dramatic play (pre-school child).

This emerges as the child makes observations and imitates his parents, siblings and friends.

Stage 5: Ritual play (primary school years).

The child’s interest moves from family to her or his peer groups. Play here involves games and the child has to conform in order to fit in the group.

Stage 6: Competitive play (preschool years to adulthood).

Here the individual plays either singly or as a member of team. This is usually from the time the child is in pre-school, to when he/she is an adult in high school or college. The individual may play as a member of a team or alone.

Application Activity 3.4

Make an association of the categories of play, based on organization, characters involved, content, with stages of child’s development.

3.5. Criteria for selection of games for children

Activity 3.5

Explain the reasons why it is recommended for teachers to prepare a game and even try it before asking children to play that game.

• Age appropriateness

Games should advance in complexity in proportion with chronological and mental age development. The content in the game must be commensurate with the children’s age. Too difficult games will put children off while too easy ones will make them lose interest.

•  Area of development

Games are usually developed with a purpose. Some games may be set purposely for sheer fun while others may be geared towards the development of a specific area.

• Language to be used in the game

Since games are social activities, the language used should be a language that children understand well.

•  Safety

This refers to the safety of materials to be used in the game and the safety of the activities involved. 

There are some rough games which could hurt and hence not suitable for the young ones.

•  Space

Games require space. There are some, which can be played indoor while others need big open spaces.

 When designing games, one should consider the required space in relation to what is available.

• Cultural and religious appropriateness

Owing to the diversity of cultures and religious practices, values and beliefs vary. 

Games should not contradict what is upheld in a particular setting.

• Morality

Games should be in line with what is morally acceptable. Remember that as children engage in various games or play activities, they acquire a “kit” for lifetime interaction.

• Number of children

The number of children the game is intended for should be reckoned with.

 The game should involve all the children even if it means taking turns. 

The waiting should not be long though. Consider children with special needs.

•  Time

The duration of the game also matters. The fact that attention span advances with age should not be ignored.

 Essentially, the length of the game should be in line with the development stage of the children.

•  Materials

There are games that require materials. It is necessary to think about the availability of the required materials. 

There should be an adequate supply of materials since young children may not be ready to share.

• Application Activity 3.5

As a specialist in play, you are invited by the school to guide caregivers in the creation and selection of play activities for children, what will you include in the guide you are going to use to come up with appropriate play activities?

• 3.6. Play and developmental domains

Activity 3.6

1. What are the aspects of child’s holistic development?

2. According to you, how ‘play’ can support child’s holistic development?

3.6.1. Play and cognitive development

This is the development of the brain and intellect. Children tend to play according to the level of their intellectual development. Through play, children acquire knowledge and form ideas about the world around them. 

They also acquire or refine problem-solving skills in play. Children develop ability to make observation and refine their reasoning as they collect materials in play. Such materials include:

•  Flowers – flowers are attractive, and children pick them in play. They remove the petals and as they embark on various play activities with them, their observation skills are developed.
•  Seeds – children are fond of collecting and classifying seeds in their play. In order to group the seed, they must observe them. In addition to observation, children must reason and use a certain criterion as they classify them.
• Weather – children observe the changing clouds and they test the force of wind as they fly their kites. They also study the direction of their shadows as they engage in rough and tumble play (engaging too much force and not enough care or gentleness).
•  Soil – children enjoy the feeling of the soil and discover the little creatures such as worms and bugs, which move on it.
•  Clay – play activities that involve clay give children an opportunity to discover how moulding can change shape. As children model with clay, they make the dough and feel it. This promotes sensorial development.

3.6.2. Play and language development

In play, language is used systematically. Children play with sounds and combine them to make words. As children play individually, they practice their language performance by talking to themselves. Children tend to use a more complex language in play than in regular conversation.

Through play, children learn to communicate with each other. As they engage in social play, children need to communicate effectively so that each can perform the expected role. An example of this communication can already be seen in the common pretend play that involves household chores. Children must take different roles. They must:

  - Explain – this is necessary for sharing the roles. It also helps children to follow the instructions and to know their roles      and positions e.g. where the kitchen is and who is supposed

  - Describe – children like describing games they have enjoyed. They will describe how different children performed in   

     play.

  - Express ideas – as they engage in the game, children share different ideas on how to make the play more interesting.

   - Express feelings – a child tells of her or his feelings while taking a role

e.g. a child who acts the mother may express her dissatisfaction with the children for having not performed the household chores delegated to them.

   - Ask questions – in pretend like in most of the games and play activities, a child keeps on asking questions for example, a child who acts the baby asks question such as, “Mum where is my doll?” “Mum what shall we eat?” “Dad, I do this?” and the like.

3.6.3. Play and emotional development

The level of emotional development determines how a child reacts in different situations which may be exciting or frustrating. For example, how a child behaves after success or when he/she encounters a failure. 

Some children will jump up and down with excitement while others will just smile after success.

When failure is experienced, some children will go to the extent of retreating or expressing their frustration by aggression or any other antisocial behavior.

Play releases tensions and aggression. It also sets a child free from restriction.

As the child engages in various activities in play, he/she gains self-confidence and self-esteem.

In play, the child feels that she has power over the environment. 

This makes the child work for success without fear of a big and threatening world.

3.6.4. Play and social development

Children like to play with others. If a child has antisocial behavior, he/she is not accepted in other children’s play.

 This makes the child seek to behave in a more acceptable manner. In other words, in play, children learn that their behavior directly affects their relationships with others. 

There are many identified social skills that are learnt through play.

These include:

• Ability to make eye contact

In communication it is necessary to make eye contact in order to convey or perceive the meaning. Children do not fear their peers and make eye contact as they talk to each other. This helps them to develop the habit of looking at each other as they engage in verbal communication.

•  Ability to empathize

This is the ability to “put oneself in another’s shoes” i.e. to share another’s feelings. This makes the child develop sensibility to others’ emotions and makes one competent in sustaining social relations. This is demonstrated as children

portray different emotions as they engage in “pretend play”.

•  Turn taking

As children play, they learn to take turns and to respect others. Children learn that everyone is entitled to her/his chance and they willingly give each other a chance when required to do so.

• Sharing

Grabbing everything to oneself makes a person unacceptable among the peers.

Play provides a forum for practicing pro-social behaviours such as giving, inviting, and co-operating. 

Play performs a major role in the development of behavior control. Children usually share materials and responsibilities in their games. This helps them to develop the spirit of teamwork and brotherhood.

• Healthy competition

In play, children compete towards arbitrary goals. In competition, there is a winner and a loser. 

As children engage in this kind of competition, they learn that one must struggle to win and there are chances of losing.

 In this play, they learn to lose without bitterness.

• Gender roles

Needless to point out, in traditional societies, there are prescribed roles according to sex. Studies have found that boys and girls differ in their play.

Parents and peers have been found to reward the so-called sex appropriate play. 

Children learn the roles expected of them as they play. Play helps children to acquire the roles commensurate with the social gender norms. It must be noted that in sex appropriate play, traditional parents find it more acceptable for girls to play with boyish toys than for boys to play with feminine toys.

• Self-control

Through play, children practice self-control. The child realizes that he/she has limited capabilities. The child eventually learns to cope with her/his limitations and is able to act out the imminent frustrations. The development of self-control fosters a child’s acceptance among peers.

3.6.5. Play and physical development

Physical play enhances healthy physical growth and motor skills development.

All levels of physical play contribute to healthy physical growth. When children engage in physical play-act, they use all parts of the body. This promotes physical development.

In social dramatic play children learn the skills using the whole body to balance and co-ordinate their actions and speech. When children paint, play with sand, model with clay, draw or construct, they acquire fine motor skills and build their muscles. Development of body balance and co-ordination, which are important abilities, is acquired through play.

3.6.6.Summary of what research says about play for development

Application Activity 3.6

1. Children form ideas about the world around them. Which

materials in the environment can help them form those ideas and how?

2. Children tend to use a more complex language in play than in regular conversation. Which roles do they take up to develop various communication skills?

3. What social and emotional skills are developed through play?

3.7. Common childhood accidents and safety tips

Activity 3.7

Observe the picture above and explain what will happen if children play in this playground? Describe any other play circumstances that are likely to put children’s life in danger.

Observe the picture above and explain what will happen if children play in this playground? Describe any other play circumstances that are likely to put children’s life in danger.

As children play, they often get accidents. Most of these accidents are minor but there are some which could be even fatal. Many accidents are as a result of negligence or ignorance. This means that a great percentage of children’s accidents could be avoided. These include falls, putting foreign objects in the body openings, burns and scalds, cuts, poison/drugs, collisions, smothering, drowning, chocking, bites, and stings.

• 3.7.1. Falls

Some falls and tumbles are inevitable as children learn to stand, walk, run, and climb. Most aren’t serious, but falls are actually the leading cause of nonfatal injuries for children, including head injuries, fractures and sprains, and contusions or bruises.

Some of the most common places children fall from include:

Highchairs; beds, changing tables, and other furniture; stairs; slippery floors; shopping carts; play equipment; unsecured infant seats; baby walkers; windows without proper guards or stops.

Safety tips

     - Swings should have something to hold the child.

    - Swings should be firm.

    - The ground/floor should be free from obstacles e.g. peels (bananas) maze cobs, stones etc.

    - Climbing equipment should be age appropriate.

    - Right size of furniture.

    - Floor should be kept dry.

   - There should be order to play.

   - Install window guards, stair gates, and guard rails.

   - Take your child to age-appropriate playgrounds with soft surfaces under the equipment.

   - Never leave a baby unattended on a changing table or other piece of furniture.

3.7.2. Foreign objects in child’s body openings

It is easy for young children to put objects such as seeds into their body openings as part of experimentation and exploration. Depending on the seriousness, this can lead to severe harm and may require specialized medical attention.

Safety tips

    - Give children big seeds

   - Children should be accompanied by responsible adults as they play

    - Toy parts should be well checked for firmness

3.7.3. Burns

Burns are caused by direct contact with heat while scalds are caused by hot fluids. Burns are skin damage and deeper tissue caused by contact with fire, heat, electricity, radiation, or caustic chemicals.

Burns are among the most common childhood accidental injuries, and they can happen in several ways:

     - Sunburns

     - Electrical burns and shock from inserting fingers or objects into outlets or biting electrical cords

     - Flames from stoves, lamps, matches, lit cigarettes, fireplaces, and house fires

      - Touching hot surfaces, such as stoves, heaters, and microwaved containers

     - Hot liquid and steam from pans, cups, hot water heaters, and bath water

Safety tips

    -- Ensure that there is no fire in the open areas.

    -- Hot fluids should be kept away from children’s reach.

    -- Corrosive materials should be kept away from children.

    - Keep chemicals and matches out of children’s reach.

    - Avoid smoking especially in bed.

    - Children should be dressed in non-flammable clothing.

     - Never leave food cooking unattended on the stove and keep pot handles turned out of reach.

    - Always supervise children in the kitchen.

     - Install and maintain smoke alarms on every floor of your home and near bedrooms.

3.7.4. Poisoning

A poison is a substance which is harmful to the body. In their quest to know, children use their senses to discover the environment. This makes them touch, smell and taste anything, indiscriminately. Some substances are so harmful that they can cause irreparable damage. Poisons and drugs may be swallowed or inhaled through the mouth or nose.

Accidental poisoning can happen from:

  - Swallowing shampoo, soap, washing detergent or powder, cooking oil, aftershave, perfume, cleaning products, hand sanitizer, and liquid nicotine used in e-cigarettes

   - Eating medication or vitamins, or taking an incorrect dose of medicine

  - Exposure to carbon monoxide from gas appliances such as stoves and heaters

Safety tips:

   - Get rid of expired or unnecessary medications, both prescription and over-the-counter.

   - Keep medicines, personal care products, cleaning solutions, and household chemicals out of reach (and out of sight) of young children.

  - Install carbon monoxide detectors.

3.7.5 Drowning

Drowning remains a leading cause of death for children through age 14, and even small amounts of water pose a danger to very young learners. Take the following precautions to reduce your child’s risk:

 - Be cautious with young children around water in toilets, bathtubs, and buckets, and ice chests and coolers containing water or ice.

 -  Make sure hot tubs, spas, whirlpools, and swimming pools are inaccessible to your child.

  - Keep your child away from fountains, irrigation ditches, postholes, and wells.

  - Supervise your child closely whenever she’s playing around water.

  - Children’s play area should be free from poison and any poisonous objects.

  - This includes poisonous plants.

Safety tips:

  - Make sure buckets and pails are empty when you’re not using them.

  - Keep the toilet lid down and the bathroom door closed.

  - Never leave your child unattended around water.

3.7.6. Cuts

Cuts may be caused by sharp objects such as knives, razor’s blades, sticks, edges

of blocks and the like.

Safety tips

   - Ensure that there are no sharp objects within children’s reach.

   - Round or curve edges of blocks to get rid of any sharp corners.

    - Supervise children’s play to make sure that they do not hit one another with the play materials.

3.7.7. Chocking and suffocation

Very young children put pretty much everything into their mouths. And if there’s a way for your child to get tangled up in cords or ribbons, she’ll probably find it. Here are some examples of everyday objects that can be hazardous to your child:

- Small bits of food (including pet food), toys, batteries, bottle caps, coins, balloons, marbles, pen or marker caps,       magnets, buttons, rubber bands, small barrettes or hair bows, and water beads are choking hazards.

- Necklaces, drawstrings on clothes, baby headbands, strings, ties, andribbons as well as cords on toys, household     appliances, window blinds,and other fixtures could cause strangulation.

- Improperly fastened safety harnesses in a highchair or stroller could allow a baby to slip down and become trapped.

- Older cribs with drop rails can trap a baby, and blankets, pillows, crib bumpers, and air mattresses can lead to     suffocation.

Safety tips:

- Keep small objects out of the reach of small children.

- Choose toys that are designed for the age of your baby or child – encourage older children to keep their toys away from     your baby.

 - Beware of clothing with cords, dummies on necklace cords and bag straps

– they can easily get caught and pull tightly on the neck.

 - Lay your baby on their back to sleep – do not put babies to sleep in an adult bed or on the sofa and do not use pillows as     they can suffocate. Never lay your baby face down on a soft surface.

  - Keep plastic bags away from young children – they can pull these over their heads and suffocate.

  - Nappy sacks, used to dispose of soiled nappies, can also pose a risk – keep them out of the reach of babies and young          children.

  - Curtain and blind pull cords should be kept short and out of reach of children.

  - Keep animals, especially cats, out of your bedrooms – if they jump into cots or beds and fall asleep in the wrong place          they could suffocate your child. Attach a net over prams if necessary.

  - Check between sofa and chair pillow for small toys that might have slipped down where little fingers can find them.

   - Keep choking and strangulation hazards away from young children.

  - Discourage children from swallowing foreign objects

   - Ensure that children do not eat as they play

3.7.8 .Collisions

Children’s agility is amazing. They keep on running from one place to the other.

Safety tips

    -Institute safety measures to minimize incidences of bumping onto each other

     - Children should be introduced to some order

     - There should be enough space for children’s movement, especially in areas designed for play.

3.7.9. Bites and stings

Children can get stings from bees and wasps. They can also get bites from creatures such as snakes and spiders.

 They can also put their fingers in holes obvious of the fact that poisonous animals like snakes can hide there.

Safety tips

  - It is necessary to block all the holes in the playground.

  - Children must be discouraged from putting their hands or fingers in holes.

  - Beehives should not be within children’s play area.

  - Children should be discouraged from playing with harmful animals.

3.7.10 Car safety

Collisions aren’t the only thing to worry about when it comes to cars. Other dangers include:

   - An incorrectly sized or improperly installed car seat (or not using a car seat at all)

   - Heatstroke from leaving a child in a closed car

   - Getting accidentally run over

Safety tips

  - Make sure your child’s car seat is in good condition and properly installed.

  - Always fasten seatbelt.

  - Place your cell phone or another essential item next to your child’s car seat so you won’t forget to take your child with             you after you park.

  - Walk all the way around your car before getting in to make sure no children are playing nearby.

   - Keep your parked car locked with windows up so children can’t climb inside.

   - Do not allow the child to seat at the front seat.

   - Lock the doors and windows to avoid the child get out when the car is moving.

Application Activity 3.7

What safety measures will you take to prevent children’s accidents or minimize injuries during play activities for every circumstance previously discussed?

End Unit Assessment

1. Your preschool head teacher sends you in another preschool to investigate their children’s games in order to select the         best ones to be used in your preschools. What details will you focus on in your investigation?

2. Parents in your community want to establish a preschool and want you to assist them in setting up the play area, how           will you design that play area to prevent accidents?

3. Based on examples, analyze the importance of play in child’s holistic development.