?Play in the classroom is a vital component in the development of a child. Humans and animals are programmed to play (Elkind). With economic budget cuts, and all the stress on tests, play may have been already been taken away. With centers and manipulative, children learn on their own, the same skills taught in workbooks or any worksheet we can give them. During this semester, I have learned as well as witnessed play with my own eyes. Throughout this paper, I hope that everyone who reads it will understand that in early childhood it is so vital in a child’s development to keep play in the teacher/educators classrooms. There are six characteristics of play. They are intrinsically motivated, attention to means rather than the ends, dominated/controlled by child, instrumental behavioral, play is not bound by formal rules, and active participants. First, there is intrinsically motivation. This means that children play simply because they want to, not because they have too. Second, play involves attention to the means rather than the ends. This would entail that the children focus more on the product rather than the end product (Zeece & Graul, 1990). Thirdly, play is dominated by the child. Here the child gains mastery skills and self-worth in play. The reasoning behind this is because they are in control. The fourth characteristic is play is related to instrumental behavior. In this characteristic, the child uses their imagination (Zeece & Graul, 1990). Pretend play is a crucial part in play. The fifth characteristic is play not bound by formal rules. With games there are rules. But in regular play something simple as a table games could be changed into completely different for their play (Zeece & Graul, 1990). Finally, the sixth characteristic is play that requires active participation. Here the child is engaged in moving around and creativity. Play impacts the child’s overall growth (Zeece & Graul, 1990). Most parents would like to see more academics and less play. What they do not realize, is that when a child plays they are learning through the domains and subject matter. The domains consist of physical, social, language, cognitive, and emotional. The physical domain consists of both fine motor and gross motor skills. Fine motor skills are the use of your fingers like for example picking up a cup or using a marker. Gross motor skills are consisted of the larger muscles in the body. Skipping, jumping, and catching a ball would all be examples of gross motor skills. The social domain is how a child interacts with his/her peers, family, or any individual. The emotional domain allows the child to express how the child is feeling. The child is frustrated, happy, sad, excited or whatever the situation may be. The cognitive domain is where the child learns concepts such as math, science, oral language, art, and literacy. It also allows the child to reason/think. Problem solving could fall under this domain as well. Finally, the language domain is a process and matures over time. Language can be both, spoken or written (E-4, Hand Out on Concepts). Block play is an excellent example, it touches every domain. Now in every classroom blocks can be different. There are unit blocks which are the most common type of block. But other classrooms may use tabletop blocks, foam blocks, cloth blocks, hollow blocks, and cardboard brick blocks (Appendix E-2). Every one of those blocks listed above can be very expensive so expect to see only one type or maybe even two. Block play is a very physical activity. Not only does it tackle the child’s fine motor skills, but the gross motor as well. They are strengthening their fingers and hands, picking up, stacking, fitting together, which boosts their eye-hand coordination (Dorrell, 2000) (Appendix E-2). All are part of the physical domain. Both the social and emotional domain fits alongside with block play as well. The children are sharing, developing patience and tolerance, as well as gaining self-confidence and even expressing themselves and feeling accomplished and successful (Dorrell, 2000). Language development comes into play as well here. The vocabulary they are generating about the different sizes of the blocks, and shapes, and the ways to position them as well. Finally, the cognitive domain is established through block play. First it promotes logical thinking. It also explores the science concepts of shapes, sizes, gravity (the blocks fall down not up) (Dorrell, 2000). It also promotes the concepts of math. Such as larger and smaller blocks, measuring, counting, adding, subtracting, sizing; and finally problem solving (Dorrell, 2000) (Appendix E-2). Just about every type of play is valuable in all the domains of development. Play comes along with different types of stages. Play also comes along with different types theories. Three theorists that I will be concentrating on are Parten, Smilansky, and Piaget (Appendix E-1) (Elkind) (Do