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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
Early childhood teachers often say that “play is a child’s work” while some parents ask ‘Did my child just play all day?’” (Rice 1). Many people do not realise how important play is and what role it plays in the development of their children. Teachers provide opportunities for children to have spontaneous, unstructured child-initiated play experiences by providing stimulating materials to “enhance and entice children into play” (Rice 2). These materials include loose parts and are open-ended and spark creativity by providing children opportunities to think, plan, and carry out their play (Rice 2). Limited learning may take place if teachers do not make play easier and maximize the benefits (Rice 2). Teacher support is also a necessary component
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.
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)
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...
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
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 ...
...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 life, no action is absent of a reaction. Every effect is linked to a cause, whether seen or unseen and play is no exception. As adults, play is not a foreign concept to us, we just chose not to engage in it and have diminutive space for it reserved in our day-to-day schedules. However, it is essential in the lives of young children.
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.
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).
..., J., & Garzoli, E. (2007, November 11). The Effectiveness of a Play-Based Curriculum in Early Childhood Education. Retrieved from http://teachplaybasedlearning.com/8.html
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
What is play? Although there is no one consensus on the definition of play, it is undeniable that “play is the work of childhood” (Diamant-Cohen, 2012). If play is the work of childhood, then why is play being taken away? The answer lies in the “schoolification of the early years” (Kane, 2016). This means that many preschools are turning away from play and towards academics. Early childhood educators need to turn their focus away from thinking about academics and play as separate. Play should encompass all areas for a child’s well-being; social-emotional and academic alike.
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
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).