New article from Dr Sacha Powell & Dr Stella Louis explores the power of play.
A new article examining the importance of play in children's development and learning has just been published by Community Playthings and is also available on our website.
"Childhood is a time for, well, childhood! It’s not a preparation for school or adulthood. It’s a time for allowing children to go at their own pace, giving them the time they need to explore, manipulate, discover, and practise newly acquired skills..."
"Play is the most important resource that children have to help them grow, learn and connect with people, the world around them and their imagination.
About the authors
Dr Sacha Powell is Chief Executive Officer of the Froebel Trust. Sacha is an Honorary Professor of Early Childhood Education at the Education University of Hong Kong and was Director of the Research Centre for Children, Families and Communities at Canterbury Christ Church University from 2013-2018. In recent years she has co-authored or co-edited many books and articles including the Routledge International Handbook of Theories and Philosophies of Early Childhood Education (2017), An Introduction to Early Childhood Studies for Sage (2017), and the Routledge International Handbook of Froebel and Early Childhood Practice (2018).
Dr Stella Louis is a freelance early years consultant, trainer and author working with individual nursery settings, parents, nursery schools, local authorities, government departments and charities. She provides training and consultancy and is particularly interested in observation and its part in developing learning, especially through children’s schemas. Stella leads a small team of Froebelian traveling tutors in promoting, developing and delivering the short Froebel Trust courses in England. She has worked both in the United Kingdom and internationally, in South Africa, where she worked with teachers to develop a Froebelian approach to teaching and learning.
Friedrich Froebel encouraged adults not to fear that they do not know how to teach the child, but to look for what the child can do – instead of what they can’t do
