Pedagogy Of Play Essay

'How young children learn is a significant contributing factor to learning science’ (Fleer, 2013). To develop scientific literacy in children, we must first teach science in an effective way. The pedagogy of play has been seen as a valued pedagogical tool in developing this literacy and understanding of science. ‘Play has been seen as the central concept that underpins this area of teaching. Play is child-determined and is centered on the child’s meaning made through free expression (Fleer, 2013). By educators incorporating play and applying it to scientific concepts related to everyday situations, it will inevitably help children learn and relate the reality to their world (Chahal, 2011).

Science K-10 Syllabus:

The New South Wales Board

of Studies science K-10 syllabus has been developed to outline and identify the knowledge, understanding, skills, values and attitudes essential for children in all areas of schooling - particularly science in this case. The science syllabus aims to foster students’ sense of wonder and expand their natural curiosity about the world; and develop competency and creativity in applying the processes of working scientifically. It aims to enhance students’ confidence in making decisions and responds to the needs and opportunities when designing solutions. Each one of these aims strongly relates to the pedagogy of play as it highlights the importance of providing independent learning, with a guided pedagogy and play free from restrictions. The syllabus focuses a large part of its content on ensuring that the use of engagement is crucial when teaching science; and also strives to create confident, self-motivated and active participants who enjoy learning (Science K-10, 2012).

Early Years Learning Framework:
The aim of the Early Years Learning Framework is to extend and enrich children’s learning from birth to five years; as they transition through to school.

‘All children have the best start in life to create a better future for themselves and for the nation’ (EYLF, 2009). The pedagogy of play is conveying that children are able to independently explore their learning to develop an understanding of science. The framework shows specific play-based learning. Educators are recognized in EYLF as additional guidance, who work directly with the child if need be. Working in partnership, sharing sense of responsibility and commitment to education. The framework views children’s lives as characterized by ‘belonging’ which means being part of a group, family or community; ‘being’, living in the now and understanding how you are positioned, accepted and valued in the world and ‘becoming’, the growth, development and adaption to new situations for children. Each of these characteristics are important for laying down foundations for children. From these characteristics learning outcomes have been identified. These include: the child develops identity; the child connects and contributes to the world; the child has a sense of wellbeing; the child is a confident and involved learner who communicated effectively (EYLF, 2009). It is due to this, that the Early Years Learning Framework is vital for all educators when assessing how to teach science in an appropriate and meaningful

manner.

Academic Literature in Science Education:
Children need to engage and experience activities and relate to science to gain a true and meaningful understanding of scientific concepts. Play helps children relate science to their own environment and everyday experiences – ‘hands-on..hearts on..heads on science’ (Skamp, 2012). The K-10 Science syllabus states that science education is an important component of our changing world (Board of Studies, 2012). To effectively teach science, educators much follow the 5E methodology: engage, explore, explain, elaborate and evaluate (Skamp, 2012). This ensures that resources are task-specified and selected by the educator for children to use in their pedagogical play. Students can then make decisions on how to play with the science related resources. For this to be beneficial, the teacher works along side the child and shares control. Teaching this way will teach scientific context, scientific processes and scientific language to students.

Academic Literature in the Pedagogy of Play:
Play supports health, mental wellbeing, physical development and individual capabilities. The concept of purposeful play seeks to ensure that teachers strategically plan for learning and interact with children in their play in planned ways so that important learning outcomes are achieved through play (Fleer, 2013). Engagement with interesting hands-on science activities in a playful environment not only promotes student’s learning science, but also helps them to recognize the value of making science exploratory, fun, interesting and motivational (Bulunuz, 2012). By following the pedagogy of play, children will develop scientific content, scientific processes and scientific language, to use in the changing world of today.

Play based learning is used as a context for learning through which children organize and make sense of their social worlds, as they engage actively with people, objects and representations (EYLF, 2009). Viewing children as active participants and decision makers opens up possibilities to move from pre-conceptual expectations about how children learn and develop. This used in conjunction with the pedagogy of play, EYLF and Science k-10 Syllabus allows teachers to respect and work with teach child’s qualities and abilities ensuring that they get the most out of their science education (Fleer, 2013).