The significant feature is to be clear what play and child-initiated learning are, com-
pared to adult-directed and adult-led learning. Studies have documented the differ-
ence between teachers’ espoused theory of play and what actually happens in their
classroom (Bennett, Wood and Rogers, 1997; Pascal, 1990). Some teachers’ rhetoric
about play can suggest that their practice matches what they say. The reality is often
very different. For example, whilst one teacher firmly stated that choice was impor-
tant in play, in her classroom practice choice was very limited. The children had a
choice in what they did in the play area but had no choice of which play area or with
whom they were playing with in that area. In an even narrower understanding of
play, the well-intentioned teacher had turned the role-play into the ‘Three Bears’
Cottage’ and then proceeded to tell the children what they would play. In terms of
children’s mathematical marks the role-play area can offer rich learning environ-
ments but it must be in a sense of free-flow play or the opportunity to make marks
through their own thinking is lost.Role-play and mark-making
In their role-play children are making sense of characters, relationships,
behaviours and responsibilities. When they use writing for their own purposes in
play this can demonstrate their knowledge of what writing can do (Hall and
Robinson, 1995). Provided that the culture of the setting supports mathematical
marks within their play, we have often found that in the same manner children will
integrate their mathematical purposes in an authentic way. This is demonstrated by
the examples of children using mathematical meaning, marks and writing in this
chapter, in their ‘library van’ play (in Chapter 9) and in the ‘garden centre’ and
‘Omar’s dog’ (Figures 8.5 and 8.6). Atkinson also makes reference to opportunities
for writing mathematics in role-play ‘at the hairdresser’s’ and in ‘the baby shop’
(Atkinson, 1992).
In England by the time children are 6 years old they have fewer opportunties for
play in school, whereas in Denmark there appears to be a better understanding of
children’s play and it is common to observe several groups of children playing in
classes of 6-year-olds (Brostrom, 1997). However, it is interesting to note that until
recently literacy materials have been deliberately excluded from play in Danish
schools since it was generally thought that children would get confused if literacy
materials were combined with play. This, teachers thought, would impede children’s
development. Recent research findings advocate that the opposite is true – connect-
ing literacy to play will support rather than hinder children’s literacy development.
Nevertheless, it is crucial to reflect that pressurising children into producing some-
thing based on the teacher’s expectations will stifle the imaginative and creative
aspect of play. Elkonin cautions against an educational use of play (didactic play), for
example by playing ‘grocer’s shop’, in order to try to teach children to give correct
change (Bostrom, 1997, p. 20).Environments that support children’s mathematical graphics 1398657part 2.qxd 04/07/2006 17:21 Page 139