The play of preschool and kindergarten children

This chapter describes the play of preschool and kindergarten children. It highlights the ways in which play becomes more social and symbolic. It examines pretend play, in which children take on make-believe roles, use objects in make-believe ways, carry out elaborate imaginary themes, and communicate and interact with peers. The ways teachers create classroom spaces, including thematic play centers, to engage in this kind of play are examined. The increasingly elaborate construction play, including block building, of preschool and kindergarten children is profiled. The chapter discusses board games, card games, and aiming games that are common at this age and their benefits for learning and development. The increased motor play activities of preschool and kindergarten children are described. Recommendations for the design of classroom space and materials and the planning of a daily schedule that alternates quiet and active experiences are offered. Ways in which teachers can support the play of children with disabilities are illustrated in the chapter. The chapter highlights the importance of observing, understanding, appreciating, and enhancing the unique types of play of children of diverse cultures or who have disabilities. How play can reduce negative racial and gender attitudes is examined. Methods to foster cross-cultural, cross-gender play interactions and friendships are explored.