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. Children are able to develop and practise motor skills and bodily movements through physical plays.
Play can be a natural way for children to relieve stress and work through different emotions and experiences. In addition, play presents a natural opportunity for children to share information and knowledge. Children can communicate verbally, using words or their bodies, postures and other non-verbal cues and these messages can be simple or more complicated. Play is a child’s work, and just like adults need to concentrate while working. Children might become very involved while playing
In Comparison, Montessori also believed that a child is a spiritual being and therefore should be educated as a whole – in an intellectual and spiritual way. Montessori’s philosophy also focused on the fact that each child is unique with natural eagerness and motivation to learn during its sensitive period. Montessori also believed that children should have the freedom of choice in everything they do, unlike Steiner’s preschools where the choice is divided between the students and the teacher, i.e. Child is the one that chooses what is going to be done during free play time but then it is up to the teacher to choose what is going to be done during circle time. In contrast to Steiner, Montessori did not think of play as an important aspect of learning.
Most of this theory is started by Lev Vygotsky, who was born in Russia in 1896, but unfortunately he died at early age of only thirty-eight. He graduated from University of Moscow, after graduation, he taught literature in secondary school, which experience intensified his interest in how children learn. Most of important parts of Vygotsky theory consist of Scaffolding, MKO (more knowledgeable others), ZPD (zone of proximal development) and Role of Language. Scaffolding means to learn with help and support of others, like parents, tutors, or even peers who know more. These helpful people are called MKO, more knowledgeable others.
Plenty of researches and studies have shown the positive effects that are impacted on the child’s achievement when parental involvement is seen in the child’s education (Gordon & Browne 2011). Besides that, teachers can also try to help the child by setting a personal individual teaching time with the children. Since the parents are busy at work and nobody is helping the child with his work, parents and teacher can come to a term whereby to sent the child to school a little earlier so that the teacher can help the child in his work. This would definitely help the child to cope back with his work and also to feel more confident and happy, as he would know that someone else is there to support and guide him instead. Young children need lots of scaffolding from adults around them.
Daycare motivates them to share by passing the object back and forth while saying "my turn, your turn." Daycare teaches children exceptional motor skills, social skills and connection skills to prepare the child for school. Daycare focuses on the importance of the relationships built through connections. The first and most grounded of any association is the safe relationship. In this kind of relationship, the child introduced to someone they can trust and feel safe around.
In ordinary usage, children learn best when they are engaging in first-hand/hand on experience their minds are as active as their bodies. By handling objects and observing things in their world, children begin to compare them. They classify and sequence objects which relate them to the experience they had before. (Piaget & Inhelder, 1969) work fully documented that first-hand experiences are necessary if children are to learn, think, and construct knowledge. When children actually handle objects in their environment, they gain knowledge of the physical properties of the world in which they live.
Children learn through fun and use different toys and activities to improve their skills. For example, children who play brick toys and puzzle improve their cognitive, mental skills and their motor skills. There are few games that are catered towards improving children’s motor skills such building blocks, playing with numbers and alphabets as these form an integral part of the
There should be lots of time to chat and interact with their peers allowing better communication skills to grow. 4. Learning through play A classroom has many different play areas like the art area and fantasy area this encourages the child to play together and learn from play. Educational toys help develop a child’s fine and gross motor skills. Skipping ropes and balls help develops a child’s movement and coordination.
Montessori shares her passion and desire for her hope of adult guidance in a child’s life as she states “our Intervention in this marvelous process is indirect; we are here to offer to this life, which came into the world by itself, the means necessary for its development”. Montessori uses this to express her passion and desire for children. She is stating that teachers should be patient with a child as his development evolves. She also states that teachers are there for children to offer to the life they already have. This implies that teachers have a special place in a child’s life to improve to the life that they already have by letting a child work on his own because this will give him more progress than helping him more than is needed.