Watching a young child spend ten minutes trying to stack wooden blocks into a stable tower might not appear to be anything out of the ordinary. One tower tumbles; another leans at an angle. After some time, a new configuration appears to stand upright. To most adults, this would likely seem a straightforward way to pass the day. But to a young child, each of these events creates opportunities for experimentation, decision-making and discovery of how things operate. It is the process and all that occurs in the course of this time that provides the value, not simply the final product.
Independent exploratory play enables children to have some level of autonomy regarding both what they choose to do and how they go about doing it. This could include creating a narrative, categorising items based upon criteria determined by the individual child, or attempting to accomplish various aspects of a task. While parents and other caregivers still maintain responsibility for establishing a safe environment and choosing activities which are suitable to the developmental needs of the child, they do not need to dictate the manner in which the child engages in each activity. By allowing children to explore independently, children gain valuable experiences which lay the groundwork for skills development which become increasingly vital as children mature.
What children can learn from taking charge
As soon as a child selects an activity, they begin making small decisions concerning what happens next. For example, a three-year-old who has decided to build a pretend grocery store decides where the foods belong (and therefore where they should be placed), how customers should shop (and therefore what behaviours they should exhibit) and what to do when the shelves get too crowded. Each of these decisions requires the application of problem-solving strategies (including planning, focus and flexibility to adapt when one strategy fails). Even activities that are routine become more complex when children establish their own objectives.
According to Harvard University’s Center on the Developing Child, playful activities enable children to hone their executive function skills (which include working memory, mental flexibility and self-control) which assist individuals in processing information, regulating their behaviour and attaining goals. Executive functions develop gradually across childhood and playful learning is one means whereby children receive experience in developing these capabilities. But there is considerable variability in both the type and amount of opportunities for learning based on factors such as the child’s age, interests, surrounding conditions and nature of the specific activity.
It follows logically that independent exploratory play will not result in measurable cognitive gains at every point in time. Many variables affect whether a child has access to independent exploratory play and whether they lead to meaningful cognitive development. Nonetheless, opportunities to choose activities and work through manageable problems enable young learners to develop knowledge and skills they may never obtain from adults who instruct them exactly how they must perform a particular task.
Why does hands-on experience matter
Examples of common hands-on materials include blocks, nesting cups, puzzles, common household objects and age-appropriate Montessori toys. The value of independent exploration stems less from the objects used and more from how children interact with those objects. For example, a set of wooden shapes may serve as a sorting tool during one session and be incorporated into an imaginative town during another. Providing opportunities for multiple uses permits creativity to influence the learning process.
Children tend to better comprehend abstract concepts when they can examine things for themselves and get their hands dirty. Young children may experimentally determine that the super tall container does not always contain more than the shorter container. Similarly, young children may use wooden blocks or shapes and manipulate them until a recognisable pattern develops. In either case, children can freely apply trial-and-error strategies (without receiving formal instruction) to assess possibilities, recognise differences and revise previously held beliefs.
“Learning through play: a review of the evidence” (Zosh et al., 2017) identifies five characteristics of playful learning: joyful, meaningful, actively engaging, iterative, and socially interactive. More specifically, learning through play involves testing ideas, adapting previous approaches and relating new learning experiences to previously acquired knowledge. These characteristics explain why an average or mundane experience can be transformed into an experiential discovery when children are authentically interested.
Incremental discoveries form the basis for emerging thinking processes
Independent exploration often introduces children to concepts they will encounter later in the classroom. As children arrange objects according to size, quantity, distance or spatial orientation (for example, balancing structures), they are gaining familiarity with relational ideas related to size, order, space and numbers. Although they may lack the proper mathematical terminology, children will develop a basic understanding of early maths concepts through exploration.
Consider a preschooler constructing a bridge between two chairs using blocks. That first attempt collapsed. He moved his support blocks closer together and tried again. During this process, he would be experiencing cause and effect, comparing distances, and adjusting his design. Opportunities similar to those experienced by the preschooler building bridges occur daily: sorting laundry; arranging stuffed animals; or collecting rocks during walks. Each of these daily experiences offers natural connections to early math through play. There is no requirement that every experience become a formally designed instructional lesson.
Inevitably not every attempt results in success. And that can generate frustration. An unsuccessful puzzle piece or an unstable structure can elicit anger or disappointment in children. Adults can acknowledge children’s frustrations while providing reasonable opportunities for them to explore alternative solutions. The goal is not to ensure that children figure out everything independently, but rather to refrain from intervening in challenges they can reasonably manage.
Children must have support as they grow independently
There is a big difference between letting children take the lead and expecting them to manage everything on their own. Younger children really need adults who will listen, engage, ask questions, and assist when necessary. There are many ways to be supportive. At times you can join in the imagination of your children’s pretend play (and then you can both imagine new things). Other times you can simply pose a question or check that the items your children have access to are suitable for their level of development.
In “Guided play: principles and practices”, Weisberg and colleagues describe an approach that combines children’s active participation with appropriate adult guidance. Adults can create a favourable environment for their children to play in, introduce ideas, and allow their children to explore while still providing choice. As this allows children to feel free to learn through their actions, this represents a fair amount of support.
An important study was conducted by Veresov et al. regarding preschoolers’ performance on executive-function tasks, specifically inhibitory control, during various types of pretend play with varying levels of adult participation. Although the findings do not establish that one approach works best for every child or situation, the study suggests that child-led pretend play with adult support may help strengthen certain executive-function skills, particularly inhibitory control.
Allowing your child to engage in independent play at home
You don’t have to create a designated room for independent play or buy large quantities of educational materials. Accessible materials and unstructured time in a relatively safe space can serve as good beginnings. You may want to cycle your child’s toys periodically. Provide building materials such as blocks or LEGO bricks. Leave open-ended opportunities for your child to use common household items to create games of their own devising. Some of the best uses of time are those which arise from the interests of your child.
Additionally, give your child time to experiment and find out the outcome. Do not feel compelled to intervene immediately whenever mistakes occur. You may see evidence of continued experimentation as opposed to merely continuing with the original idea after a few moments. If your child appears frustrated or overwhelmed at any time, providing some guidance or sharing the burden of problem solving may be beneficial to helping your child continue playing independently without feeling abandoned or forced into completing the task themselves.
