Developing Skills through Games

Play is not only an enjoyable activity for children. During play, pupils constantly make decisions, solve problems, communicate, respond to others, manage emotions, adapt their strategies and deal with unexpected situations. These experiences can create valuable opportunities for developing transversal skills.

This short video provides an introduction to the relationship between play, learning and skills development and invites teachers to think more carefully about what children actually experience while playing.

Watch: The Power of Play

Exploring The Power Of Play: Expert Advice For Teachers

A Key Message: Play Has Value in Itself

One important idea to take from the video is that play does not need to become a traditional lesson in order to have educational value. Children learn through experiencing, exploring, interacting and discovering. Some of the most valuable moments during play may be spontaneous and may not have been planned by the teacher in advance.

For teachers, this means finding a balance between creating valuable opportunities for play and allowing children enough freedom to make the experience their own.

The adult does not always need to direct the activity, explain what children should learn or control how they reach an outcome.

Sometimes the most valuable role is to provide the opportunity, observe what happens and allow the play to develop.

Think About the Teacher’s Role

When we use games and playful activities in education, there can be a temptation to turn every moment into explicit teaching. But too much adult direction can change the nature of play. Consider the difference between:

  • directing the play

and

  • creating conditions for play

and between:

  • telling pupils what they should discover

and

  • giving them opportunities to discover something themselves.

The teacher can prepare the environment, select appropriate games and materials, ensure that pupils feel safe and included, and intervene when support is genuinely needed. At the same time, pupils need enough space to take ownership of the experience.

Reflection

Afterwards, consider: When does my involvement enrich children’s play – and when might stepping back create a more valuable learning experience?

Back to Power of the Games training module