After preparing a rich environment, the teacher has a role in extending play by observing the children, interacting with them, giving further information, adding or changing materials as appropriate and, in some instances, providing a sense of direction. This aspect of the teacher's role is dealt with in more detail in the section of this guide regarding the role of the teacher. According to Piaget, it is through play that children construct a sense of order and meaning out of their environment. They are constantly organizing and reorganizing new information and experiences. It is not the same kind of learning as simple recall of names or facts.
Experience has an effect upon children's play.
In a Kindergarten classroom, there may be some children who do not know how to play constructively and imaginatively. They engage in physical activities such as climbing, running or swinging, but are not able to concentrate very long or develop an idea through several levels of play. These children may be used to more passive activities such as watching television. Their natural tendencies to investigate and ask questions may not have been encouraged. For this reason, teachers need to help children develop ideas and, in some instances, provide a model for children by assuming a child's role and entering into the play.