Play is an expression of life and an integral part of childhood. Through play, a child learns many things that no one can teach them. Play therefore involves a great deal of self-learning, and it is both fun and serious. Spontaneous play is a way of learning for young children and should therefore be the main way of learning in preschool. Spontaneous play is distinguished from other behavior in that it is led by children; they decide for themselves to play, where and when it takes place, and what they play about. They make up the rules of the game, plan its beginning, progress, and end. Spontaneous play refers, for example, to role-play, construction play, and pretend play, but children need to learn to set boundaries in these areas. When discussing play below, we are referring to spontaneous play.

One of the most important aspects of each child’s learning is their relationships with other children and teachers. Play creates a platform where questions arise and children solve problems that arise, on their own terms. The play of the youngest preschool children begins with body movement, their meaning-making thus takes place primarily through physical activities. Gradually, the social characteristics of play become clearer and spoken language more prominent. When children play together, they form social groups and create their own culture. They participate in democratic activities, among other things, when they present their own ideas and also need to understand things from the perspectives of others.

Play can activate children’s creativity and their desire to learn and gain knowledge.

Through play, children can work with and experiment with their ideas and gain new understanding and knowledge. A number of learning components are strengthened through play, both cognitive and creative. Play calls for diverse use of language, movement, social interaction and emotional connections.

Children should have the opportunity to play on their own terms, but it is also the responsibility of preschool teachers to be present, support the play and participate in it on the terms of the children and the play. Preschool teachers record and reflect on children’s play in accordance with the assessment methods and working methods of each preschool and encourage them to tackle new and unfamiliar subjects. They plan and offer triggers, that is, material that catches children’s attention and arouses their interest in using it in play.

Roles and responsibilities of preschool teachers and staff

Preschool teachers should be formative in preschool work; their responsibility is to create opportunities for every child and the best conditions for learning through play, where the child controls the progress of the game.

A kindergarten teacher shall;

• adapt the curriculum of the preschool to the interests of children,
• work on integrating play with the basic elements and learning areas of preschool and have an overview of where and how learning takes place in play with regard to the learning areas of preschool and the basic elements of education,
• have an overview of children’s general skills and learning and be a leader in promoting their learning through participation in play,
• be present, participate in children’s play, support them and teach children to play if needed,
• especially support the youngest children as they take their first steps in playing with others, taking into account their skills and ways of expressing themselves,
• record and reflect on children’s relationships with other children, adults and their environment through play,
• record and reflect on children’s play,
• identify and respond to power imbalances and a child’s position in play with other children,
• choose diverse learning paths and working methods that encourage creative and reflective thinking and independent working methods in children,
• create opportunities for children to wonder,
• identify and respond to gender and multiculturalism in children’s play,
• lay the foundation for children’s Icelandic learning and provide them with ample opportunities to strengthen their language skills in everyday work and play,
• respect diverse languages ​​and seek ways to support native languages ​​and active multilingualism in play and daily work.

A preschool teacher shall be a professional leader in creating conditions that promote;

• an open and flexible layout that provides ample space for children’s spontaneous play,
• sufficient space and continuous time for play to develop and deepen it, spontaneous activities, autonomy and support children’s interests,
• because children can base their learning on previous experiences and knowledge,
• a play environment that provides children with access to diverse materials and their own choices of different ways to; process their ideas, wonder, investigate, find solutions, express themselves and create,
• the full value of children so that they can participate and find joy in play,
• good playing conditions where children’s friendships and their culture can be enjoyed,
• professional care,
• support for children’s expression of their feelings and well-being,
• cooperation between children and adults in play.

Everyone who works in childcare and education in preschools must;

• show respect to children, speak clearly and in a variety of languages ​​to them,
• take into account children’s different ways of expressing themselves in play,
• ask children open-ended questions and listen and record what they are dealing with and their interpretations in play,
• show positivity towards diversity and the fact that everyone has the right to participate in the preschool community on their own terms,
• accept innovations in the field of media and technology with an open but critical mind and use them creatively in play,
• be alert to the opportunities that arise in play and use them to spark children’s interest and support their learning,
• be vigilant about children’s learning, strengths and interests in play,
• support and promote positive interactions between children during play,
• take the initiative to engage all children in play,
• Participate in children’s play on their terms.