Play Based Literature Review

The literature review is based on the perspective on different perspective, researchers with the subject of play-based in the early childhood education settings. The definition and importance of play will be covered in the literature review. Hereafter the literature review the types of different play, which enhance the learning of social and communication skills in early childhood education settings. The literature review also explains the disadvantages and advantages of the play-based in the classroom practiced by teachers. Finally the chapter explore in the ways of teachers supporting play-based learning in their classroom situation. Hence, teachers certainly have a significant mark on the development of young and older children to become

According to Fisher (2008) over the centuries and years, philosophers, theorists and more recently policy makers have worked hard to define the purpose of early childhood education. In the nineteenth century Wood and Attfield(2005) claims that “childhood was seen an immature form by adults and children from all social classes ha little status in the society. Wood and Attfield also state that studies of play based theorist such as Piaget, Frobel and Dewey had dramatically changed the view and attitudes of society towards children’s learning. The children should have a choice of freedom to learn combined with appropriate nurturing and

The education system is based on recognizing a child’s uniqueness and to exposure children with their abilities. The philosophy was based on four major principles: free self-expression, creativity, social participation and motor expression. The preparation focused on the needs of children before entering school. The direction of Frobel’s educational ideas can still be observed in preschool today learning through play, group games, and goal orientated activities, and outdoor time. Woods and Attfield (2005) explains that Frobel’s concepts was based on the “first hand experiences and self-chosen activities” which occurred on his beliefs that adults should sensitively intervene in children’s play. 2.6 Some Challenges and Dilemmas

Early childhood teachers do face challenges by practising the play-based without a define outcome. According to Fisher (2002, 2008) the teachers of early years from United Kingdom were able to identify the skills of children and that children should acquire by the age of five. Based on this concern, teachers who do not plan and cover the play based curriculum in a structure manner therefor children of early years will not achieve their learning goals. According to Wood(2004) the researcher explains that the learning is enhanced and supported with the use of the pedagogy and strategy techniques.

2.7 English as an additional