“These days, it is considered that learning through free play is more beneficial than participating in well-organized school activities. I agree with this opinion, as children can easily get bored with fully structured tasks. Therefore, unstructured playtime can indirectly help young children acquire knowledge.
First and foremost, it is a fact that although children can easily absorb and remember information, teaching them is challenging due to their reluctance to follow the rules set to facilitate learning in the structured education system. In addition, the daily routine, staying in one place for too long, and only listening to one person can lead to a loss of interest among children. As a result, new education systems, such as the one in Finland, are being implemented, focusing on gradually teaching fundamental knowledge through play and avoiding the use of marks for preschool children. These methods have shown remarkable results in the Finnish education system.
Secondly, in an organized teaching system, theoretical knowledge is taught, which is often hard for children transitioning from daycare to formal education to understand. To avoid this, using different colors, shaped figures, and hands-on activities can make the learning process more engaging. This method can be both interesting and memorable for children, especially when they are involved in visualizing the knowledge during activity classes. In Japan, preschool children learn using toys or objects they craft themselves, or by engaging in agricultural activities to understand how things work and relate them to theoretical knowledge.
To conclude, teaching through games is more beneficial compared to attending organized lessons. In this day and age, it is nearly impossible to keep children seated in one place for long periods of time. Learning a topic through play keeps children’s interest intact