Case Study: Children and Play Part A ; Background Theories of play, both traditional and contemporary views Early childhood education is underpinned by an ideological and theoretical tradition which regards play as essential to learning and development. Social reformers such as Charles Booth and Charles Dickens, the early pioneers changes attitudes towards children and developed better provision for their development, care and education, where freedom to play and learn could be combined with appropriate care and guidance. While, The Romantic, child-centered ideology advocated the enabling of children to follow their natural development through free play and structured activities. Although the pioneers recognized that play allows children to express their inner needs, emotions, desired and conflicts. Theories of play have change all the time and there are …show more content…
Play is children’s way of thinking through solving problem. They contribute their own information to combine new information and skills. They also could use their experience to build new idea about objects, situations and people. This is where they develop in aspect of cognitive. Play and learning could be linked where it develop children development and area of learning, and enable children to achieve their potential. Role of adults during children’s play The role of the adult is important in helping children to how to play and supporting their play-based learning. As the adult, they can make play more fun and beneficial at the same time. They need to play with children but at other times, leave them play in their own. Their role also to make sure the children play in a safe environment. Adults are children role model, when children see adults doing activities, they are copying that action. This is because they pick up on adults attitudes and will establish in their own based on these early
The key features of an effective play based learning environment are that children able to play uninterrupted for long periods of time and are able to choose from a range of resources and areas, letting them choose activities on their own accord. Children are able to develop a wide variety of skills by having lots of various resources to choose from. 2.5 Explain why both adult initiated and child initiated play and learning activities are important for children from birth to five years In an Early Years setting we allow children to participate in child initiated play. By allowing children to choose which resources they would like to play with let’s them explore their favourite type of activity, and have a sense of independence.
2. This piece of literature entitled, The Common Core’s first casualty: Playful learning, appears to be a recommendation for practice from research and theory. 3. The purpose of this article is discuss the importance of learning through play. The author suggests how this developmental approach of learning is being disregarded through the rigorous challenges faced within the Common Core practices.
Playtime is should be fun and exciting for every child. However, some children are rejected from the others and they do not know why. The video, The Child Who is Rejected (Educational Productions Inc., 1993), explains why a child is rejected and how a teacher can help the child. Some children could be rejected from the others because they are aggressive, look different, speak different language, do not know how to take turn, and lacking in communication skills. As educators, we need to become a bridge between children and shows them what is going on, help them to communicate each other, assist them to solve their conflicts: we should not judge who is right and wrong or solve their problems.
When arranging activities for play based learning within early years provision there can be barriers towards it from taking place. Before the week begins, planning is needed. When planned activities are prepared resources are needed too. Resources can become a barrier towards play. This is because the resources that were needed were not available to be used.
Even if you’re not involved in their play it offers a sense of reassurance to children. You can also support a play based approach to learning by encouraging children to play with things they may not have played with before e.g playing with the resource yourself alongside the child. If a child sees what you can do with the resource then they are more likely to eventually participate along side you, copying what you are doing. 4.3 Evaluate different materials and equipment to support play based learning opportunities for children in their early years
For this extended assignment I am going to focus on play and the importance of play is for children and young people. I am going to focus on children up to age of 6. “Play is a spontaneous and active process in which thinking, feeling and doing can flourish.” (http://www.playwales.org.uk/ ). Play is Important for children and young people’s as it can help children to build their confidence.
I agree that play-based learning offers diverse opportunities for children to explore, discover and create, they can also discover new things and communicate with peer during free-play time. Frobel said that “Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child 's soul” (Froebel, 1887). He believed in the importance of play in a child’s learning as creative activity. Play provided the means for a child’s intellectual, social, emotional and physical development which are necessary elements in educating the “whole” children allowing them to use all imaginative powers and physical movements to explore their interests.
The article, by Ruth A Pike addresses how play among preschool-aged children’s
Theory Paper Each theory in play therapy provides the therapist and child with a different experience in sessions and different outcomes at the end of their time together. Ultimately, however, the goal is for the child to improve the quality of their everyday life. Their external and internal relationships with the world and those around them, and to improve their sense of self and their overall functioning. The theories I chose to explore were child-centered, filial, and ecosystems. Each one provides different (yet two are similar) perspectives to the therapeutic process with the child and their parents.
Within 'Children's Context for Development', Tovah P. and colleagues emphasise on the importance of play for development suggesting that exploration, discovery, make-belief and play are vehicles for development due to the level of focus invested on performance rather than result thus, enhancing their observation, understanding as well as problem solving skills. This concept is similarly discussed by Jarvis and associates within 'Three perspectives on play' as they examine the 'evolution theory' and imply that it is present within early human life along with other species for the purpose of providing the necessary skills required for adulthood and survival. To add on, 'We Want to Play: Primary Children at play in the classroom" by Dodds S. further assesses how play or specifically 'intellectual play' is linked to better emotional and social development as it encourages higher levels of thinking and problem solving by requiring strategy,
According to Allison James and Adrian James, “Play is defined as pleasurable activities freely engaged in by children; freedom from work; to act frivolously or capriciously” (“Play”). The act of play is of great importance to youth as it develops ways of expressing opinions and voices, some of which have been muted by adults in the constant power struggle that silences children. The United Nations High Commission for Human Rights has recognized plays importance, and declares it as a universal right for every child (Ginsburg 1). There are various accounts of ethnographic work concerning child’s pretend play that exhibit youth as social actors, capable of taking part in public life. (“Social Actor”).
It is important that children are able to receive holistic care while in a play environment, both inside and outside. Some of the principles which would apply to both indoor and outdoor play include a child centred practice, ensuring the child 's welfare and safety, promoting a child 's rights, and enabling a child to reach their full potential. It is important that we provide a child centred practice, as it promotes a child 's learning and development through play. By having a child centred approach, we should support the children giving them guidance, but to allow the opportunities for them to learn independently, instead of taking over an activity and showing them. It encourages us as practitioners, to encourage children to explore and to make their own
In addition, children engage in a wide variety of play experiences which can range from the categories of play (e.g. functional play, symbolic play and games with rules) that is derived from Piaget’s Cognitive Theory of Intellectual Development (1962) to Parten’s Social Stages of Play (1932)
1.2 Summarise how theoretical perspectives and philosophical approaches on play inform practice The theoretical and philosophical approaches are very useful to practitioners even in today’s time. Below are the way perspectives and philosophies on play inform the early year practice and how they are linked to EYFS. Approach to play How it inform practice Links to EYFS Bruce Providing free-flow play where children can access different resources and play.
Is play necessary for Development? Introduction Fantasy, make believe, fun, pretending! These words express the innocence and creativity every child has as they grow up. When we are kids we can’t wait to be adults and now that we are adults, we dream of being kid’s again. Little boys pretend to be superheroes saving the world and girls dream of being princesses searching for their perfect prince.