How Young Children Learn Renee Cairns Workforce Development Contents Page 1. Introduction 2. The influences on children are learning through quality Learning Experiences. 2.1. The influence of individual activities on children’s learning 2.2. The influence of social activities on children’s learning 2.3. The influences of play on children’s learning 2.4. The influences of routines on children’s learning 2.5. The influences of responsive and reciprocal relationships have on children’s learning 3. Children’s learning experiences can be relating to the learning theories. 3.1. Piaget’s Cognitive Development Theory, 3.2. Bronfenbrenner’s Ecological Theory, 3.3. Vygotsky’s Socio-Cultural theory. 4. The learning theories influences an …show more content…
2.2. The influence of social activities on children’s learning This play happens when two children do begin to interact with each other. They are not yet able to play in a bigger group but become quite comfortable with each other. Sometimes they are ‘lost’ when their friend stays away from a centre or is not available to play with at home. Learning play in this social way becomes increasingly important to the child. If they go to play centre in the morning they may be tired in the afternoon because socialising is hard work, and they may be grumpy because they do not have someone to play with (Penrose, 2013). 2.3. The influences does play on children’s learning Play has long held a revered place in early childhood curriculum. Play is regarded as a vehicle for learning as well as a place where children can demonstrate their learning. Traditional views of play emphasise it as a positive experience, where children exercise choice, autonomy and freedom. Play has been promoted as a child-directed, rather than an adult-directed, experience. In this discussion, we provide a brief overview of traditional approaches to play, and then consider more recent trends in understanding and promoting play-based pedagogy (Penrose, …show more content…
The child can be stuck- lacking the skills or ideas to change the play. In such a case, the adult can help a child to plan, to consider the alternatives and to help evaluate what happens. And children may need help in dealing with conflict. Stating the situation helps a child look beyond his/her own interests, though the child will not get this message the first time or even the second time we give it! For example, I see Sam looking sad. I wonder what happened. ‘Asking ‘How do you think that funny cloud came to be up there? Invites children to think about the world around them. Adults can also extend children’s knowledge by asking questions, especially questions that the adult does not know the answer to and that require the child to think, e.g. open-ended questions- ‘Why do you think the clouds are moving?’, or’ What would happen if you put the block there?’. Open-ended questions require answer that cannot be wrong, and the child learns to think things through for him/her while at the same time his/her self-esteem is fostered (Hampton, 2014 class
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They can be directed specifically to address individual areas such as speaking and listening, or can be used more generally to support all areas as they are interlinked. Play is an ideal way to engage children to communicate with others, as they can interact in a non- pressured environment. You can plan for, monitor and assess different areas of learning using play As they grow older, children will still need to be given the chance to enjoy activities and equipment that support their play, creativity and learning across the programme of teaching and learning. It is important that they are given opportunities to use their own initiative, work with others and develop in all areas. These can often be used to best effect when children are introduced to new ideas in practical, imaginative and stimulating ways.
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.
5.2 Analyse the role of play in enabling children to learn to manage risk for themselves and others Although we want children to take risks and challenge themselves we also need to manage these risks to ensure the children are safe. Talking to the children about the various risks they could come across whilst playing let’s children make their own choices and decide how they can avoid these
• How children make friends and take turns Physical development • How children move and use fine and motor skills • How children learn about healthy living. • Children’s management of their self – care. Communication and language • How children listen and pay attention Specific areas Literacy • How children start to enjoy reading book.
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.
According to Play Therapy (2008), play is “a physical or mental leisure activity that is undertaken purely for enjoyment or amusement and has no other objective”. Play helps children to make links to their learning. There are five different types of play: 1. Creative 2. Games with rules 3.
When playing with others, children learn appropriate social behaviors, such as sharing, cooperating, and respecting the property of others. In addition, while interacting with their peers, children learn three domain of learning without recognizing it: the cognitive, affective and psychomotor. As children 's grows older, their competent in social interaction changes by whom he/she encountered. They gain a lot of social skill that boosts their self esteem to interact with others (stance.org).
Psychologists and educators emphasize different ideas and approaches regarding child development. Therefore, there are theories that can be defined as a set of principles in which the practices of an activity are based upon. With-in this particular writing I plan to describe and evaluate the following theories: maturationism, behaviorism, humanism and constructivism, which can all be identified as theories of learning. Learning is defined as a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying ones knowledge, skills, values, attitudes, behavior and world views. These theories can be applied to individuals of all ages and can be incorporated during the different stages of
Play is an essential element for early childhood development as it plays an important role in developing children’s language, physical, cognitive, emotional and social skills. One of the important types of play that children usually experience is the socio-dramatic play, classified as a type of construction and symbolic play by Piaget (Wood, 2013). Most children are able to engage in socio-dramatic play spontaneously (Kemple, 2008). Children at the age of 3 to 7 are able to participate in the socio-dramatic play (Gronna, Serna, Kennedy, & Prater, 1999). It involves partnership between two or more children in which the play is developed through their interaction in playing their role (Wood, 2013).
Www.slideshare.net Learning theories (2017) learning theories www.learningtheories.com FUnderstanding (2011). Behaviorism www.funderstanding.com Goodtheraphy (2015). Nature vs Nuture wwe.goodtheraphy.org Chen X. Culture and early socio-emotional development.
Preschoolers ' characterizations of multiple family relationships during family doll play. Journal of Clinical Child Psychology, 28(2), 256-268. doi:10.1207/s15374424jccp2802_12 Schaefer, C. E. (n.d.). Evidence supporting the benefit of play for mild to moderate behavior problems of preschool children. Play therapy for preschool children, 31-45.
As children learn through play more effectively, pictures of animals or places can be used as a way for children to name. Maths problems ca be solved by using number bricks or by using objects. A nursery nurse will observe a child’s progress and record the information. If the child is younger play should be a way for a child to learn new words. Moreover, younger children should learn basic life skills such as how to dress themselves, how to clean up and so on.
Theories that as future educator will need to be understood and explored. Some if not all these theory’s will be used in the classroom. Vygotsky, Piaget, Bruner, and Bloom all set out to establish a foundation for education, whether through building skills such as pre-reading, language, vocabulary, and numeracy. It becomes the educators job to implement theories into the classroom for children's cognitive development. The theorist discussed in this paper, have had made a profound effect on
Throughout the week in class we focused our attentions around the idea of play. Play is having the ability to be creative in any situation, it can be done alone or even with others as seen in class with the various exercises. Play is being in a state of being that is pleasurable for you, for me it can be seen as a way to relieve stress. In Margarita Tartakovsky’s article “The Importance of Play for Adults” it states that as adults “play is perceived as unproductive … and between personal and professional responsibilities, there’s no time to play” (Tartakovsky).