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Weeks 1–2: Understanding the Essence and Dimensions of Play


Diving into the core concepts of play during the first couple of weeks completely shifted my perspective. I used to think of play simply as a well-deserved break from lessons, but I now see it as the actual engine behind early childhood learning. The material really emphasized that true play has to come from the child and it needs to be intrinsically motivated, freely chosen, and focused on the journey rather than the end product, all while being fueled by active engagement and genuine joy.

When I looked at my own classroom through this lens, I had a bit of an eye-opening moment. I realized how easily we, as teachers, can accidentally hijack play by over-structuring things. For example, during my teaching practice I taught Science for class V. During that in each and every game I design for the class, I would personally dictate every details and rules of the game. The moment I did that, the free choice vanished, and it stopped being actual play. This taught me that if I want to honor how children naturally learn, I need to back off a bit. I need to give them space to explore and manipulate materials on their own terms before stepping in to guide them toward a language goal. Ultimately, a child's autonomy and joy aren't just nice-to-haves, they are the absolute foundation of real development.

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