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Play is a framework for learning
Play is a framework for learning
The influence of play on childrens education
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have determined that there is a need for play within the early childhood curriculum, however the relationship between play and curriculum remain open (CCEECD, 2018). One of the main contradictions between play and curriculum stem from the use of the word “play”, while it is commonly used in the everyday language by parents of young children, it is also used for professional literature used by teachers (CCEECD, 2018). One way to help overcome this dilemma would be to use the label “play-based” when referring to adult initiated play which in turn would separate it from child initiated play (CCEECD, 2018). In the past, play was described and seen as spontaneous child-initiated activity, as of today it now can be described or seen as a tool to
Interestingly it was through this process of sharing our professional experiences that we established the central idea of our exhibition. We had determined that the importance of play in the Early Years was a theme that was often debated by parents, colleagues and policy makers. By choosing this as our topic we hoped to have an enhanced understanding of the historical implications of play in Early Years Education, resulting in professional competence and the ability to guide and mentor others on the significance of play. Rodd (1996) endorses this importance of Early Years Professionals having the skills to build, establish and maintain credibility in the fast-changing sector of Early Years.
A play-based curriculum is described by Van Hoorn as a curriculum “that uses the power of play to foster children’s development… in which teachers take an active role in balancing spontaneous play, guided play and teacher-directed activities. ” (Van Hoorn, J, 2011 p3) Based on the definitions of play provided, offering play at the centre of the curriculum is important because it is built upon by the strengths of a child, rather than their weaknesses, creating the building blocks to encourage the...
Wood, E. Attfield, J. (1996) Play learning and the early childhood curriculum. London: Paul Chapman.
..., J., & Garzoli, E. (2007, November 11). The Effectiveness of a Play-Based Curriculum in Early Childhood Education. Retrieved from http://teachplaybasedlearning.com/8.html
My desire for children in my care is that their learning journey would be meaningful as they explore the ideas and activities they are interested in. This means that I believe that children are naturally motivated learners and should have the opportunity to learn through their own explorations and through collaboration with other children and educators. I believe this can be done through both teacher-initiated and child-initiated activities and supported through play. I also believe that play is a natural and enjoyable means through which children learn. In my practice I aim to encourage children’s natural ...
Cynthia, H (2008) Let's Play! Using Play-Based Curriculum to Support Children's Learning throughout the Domains. Available at: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=453 (Accessed: 8 April 2014)
Many theorists have tried to define play as a concept, however, no two agree on a set definition. Their backgrounds and induvial lifestyles influence the way they see the importance of play. Reed and Brown also believe that there isn’t an agreed definition of play because is something that is felt rather than done (Reed & Brown, 2000 cited in Brock, Dodd’s, Jarvis & Olusoga, 2009). In spite of this, it is clear that most theorists uphold the ethos that play is imperative to a child’s learning and development. There is a wide range of different studies and theories which helps us develop our own perception of what play is. In my personal experience I have found play to be a way of expressive our emotions, exploring and learning new things, thus
The book, Exploring Your role in Early Childhood Education, defines play as, “any activity that is freely chosen, meaningful, active, enjoyable, and open-ended.”(pg. 140) Play has many positive characteristics such as freedom to explore and create. Suppose when a child enters his/her classroom and has various self-selection activities available, the child can become engaged in something of interest specifically to that individual child. The book also states, “Play is active and is natural process of mentally and actively doing something.”(pg. 140) When children can act out or explore experiences they are having hands on experience and learning by actually doing. Without knowing it, children are practicing body movements as well as mental processing though acting imaginary games out.
Play can be defined as any spontaneous or organized activity that provides enjoyment, entertainment, amusement, or diversion (“Importance of Play in Children's Development”). Although play is filled with entertainment and amusement, it is so much more than just fun and games. It may not be obvious, but through play children learn and develop skills that are much needed in adult life. Play is crucial to the development of a child because it provides positive growth in sociability, intelligence, and physicality.
...ctive. Play is an essential learning tool and one that must not be ignored within the classroom. It is a catalyst to help children develop socially, emotionally, physically and cognitively. It is not only an important part of a child’s development as a pupil but also a child’s development as an individual.
In this assessment I will be talking about the principles and philosophy of Frobel and Montessori, what they have in common and differences, there contributions to Siolta and my own thoughts in relation to early childhood education and their impact on the learning environment
I am very much the type of person that prefers hard copies such as books, magazines, or newspapers so I started there. I looked at past textbooks I have used during my time in school and found two that were extremely helpful; the first titled Play, Learning and the Early Childhood Curriculum by Elizabeth Wood and Jan Attfield, and the second titled Crisis in the Kindergarten: Why Children Need to Play in School by Edward Miller and Joan Almon. After finding two books, I decided it was time to look on the Internet. Instead of using the normal Google search, I decided to use Google Scholar as a way to find dependable sources. I used the key words pay based learning, childcare, and teaching styles. From those key words alone I found many scholarly articles and experiment papers. One article I really liked was by Ageliki Nicolopoulou, a professor from Lehigh University located in Pennsylvania. What stuck out about her article was that she also used the text by Miller and Almon. Another source I reference in this paper is How Dramatic Play Can Enhance Learning by Marie E. Cecchini, which I quickly mentioned above. Dolores A. Steglin wrote the last article I used. Her article Making the Case for Play Policy: Research-Based Reasons to Support Play Based Environments was really helpful when I started to link the NAEYC Code’s and Early Childhood Educator Competencies to play based learning strategies. I also used
In the article, Playing at School: An Inquiry Approach to Using an Experiential Play Lab in an Early Childhood Teacher Education Course, the authors discuss their study regarding the importance of play in early education. Research supports the contribution of play to children’s development, learning, and well-being. According to the authors play is considered an important activity of the early childhood years. Despite the vast amount of knowledge that supports play, play is being removed in many early childhood programs. It is being replaced by greater time allotted to formal instruction in narrow academic skills to be tested eventually by standardized test Kemple & Porter, 2015, p. 250). For that reason, the purpose of their study was to document and analyze what happens when an experiential play lab is implemented in an early childhood teacher education program. Furthermore, their qualitative study includes multiple forms of data collection, including two forms of reflective writings and group discussions (Kemple & Porter, 2015, p. 251).
The various theories spearheading the evaluation of play are associated with some of the leading Development theorist such as Vygotsky and Piaget who provide clear cognitive or intellectual capacities in which guides play (Lecture Week 1, 20017). As such, a specific goals of play may be cognitive or intellectual development in which children are able to identify roles, symbolism, organization, schemas, communication, moral development and
Preschool programs began in the United States during the first quarter of the twentieth century with the first public preschool opening in 1925 in Chicago at Franklin School. After the 1970s the popularity of preschools increased as women were entering the workforce and people believed that children needed initial skills before they attended elementary school. (“All About Preschools, History…”2).