Learn Through Play
Play is brainbuilding. Play has been shown to have both direct and indirect effects on the formation of brain structure and functioning. There are two major types of play: Free play (i.e. unstructured, voluntary, child-initiated activity) and structured play (i.e. organised and happens at a fixed time/space, often led by a grown-up).
According to EDB's Kindergarten Education Curriculum Guide (2017), free play is defined as a behavioural activity evoked by the intrinsic motivation of children. It places emphasis on children's autonomy and free participation and children are not limited by the rules or preset goals established by adults. During free play, children can choose their own tools, ways to play, playmates and activity area. Quality free play can promote learning and adaptive and/or prosocial behaviour through improvement in executive functions and socioemotional skills and changes in neuronal and gene activities. Besides, play can take an even more important role where parents and children can experience harmony and joy together during the process, thus downregulates the body's stress response and protect the brain development.
Taking “cooking game” as an example, the child’s development can be enhanced through the fun-filled parent-child activities. For instance, children can learn cooking-related materials, manners and language. Children can also learn hand-eye coordination through preparing food as well as how to manage food and cooking in a clean and tidy manner. The child’s development and learning can be better enhanced when parents adopt a positive attitude, enjoy parent-child time and play happily with their child.
The above content is extracted from Curriculum Framework on Parent Education (Kindergarten) exemplar. For details of Curriculum Framework on Parent Education (Kindergarten), please visit EDB Smart Parent Net webpage (https://www.parent.edu.hk/en/article/framework_kg).