Play has been traditionally recognized as an activity within early childhood education, but in actuality, it has substantial importance to learners at all levels. Since the idea of play is abstract and has no pre-determined outcomes, some teachers feel uneasy about allowing students to play with concepts and materials, especially with the advent of increased accountability and scripted curriculums. However, discovery learning is one of the single greatest ways in which students develop critical thinking skills to solve academic problems in every subject area.After conducting a thorough literature review, the investigator concluded that play is an ideal avenue in which creativity is sparked through open-ended explorations that are largely student driven. Specifics regarding what to do and what to avoid are discussed so as to provide guidance for infusing play into the curriculum.
|Pages (from-to)||241 - 246|
|Number of pages||6|
|Journal||Journal of Instructional Psychology|
|Publication status||Published - 2010|