More than just play: The significance of mutually directed adult‐child activity

Abstract

In much current writing on developmentally appropriate practice in early childhood programs, emphasis is laid on the importance for young children's development and learning of spontaneous, self‐initiated exploration and autonomous play (e.g. Bredekamp, 1987; Rogers & Sawyers, 1988. Adults are seen in this literature as setters of the stage for children and as responsive facilitators of children's activities. They are seldom seen as initiators of those activities or even particularly as co‐explorers with children. Yet there is evidence that where adults actively engage with children in mutual pursuits ‐‐ especially everyday, family‐style pursuits ‐‐ there is enhancement of children's social, emotional and cognitive development. Some of this evidence, drawn from both past and current studies, is presented.

The paper reviews a number of factors that appear to lie behind the present emphasis, in early childhood programs, on child rather than adult direction of activity, especially play. The proposal is advanced that young children's development and learning in a variety of settings would be better served and a more balanced curriculum achieved if adult roles as initiators and partners ‐‐ not only facilitators ‐‐ were recognized in a wide variety of activities ‐‐ not only play.

At an earlier time, it is suggested, children's developmental needs and individual interests were often largely disregarded as adults attempted to determine, in form and detail, the educational progress of their young tabulae rasae. The pendulum swing in educational theory is now giving central place, in the search for developmental appropriateness, to the autonomy of the child. This paper proposes a position between these two extremes, in order to draw more fully on the range of capacities of both adults and children. In short, it suggests that while retaining the baby and the bathwater, it is important not to throw mother (or caregiver or teacher) out instead.

Key words:

• Autonomous play
• development
• adult‐child interaction
• parent‐professional relationships