...Young children thrive in a positive, social learning environment and acquire new knowledge through interacting and socializing with peers. At this age, children are constantly evolving as active learners and require a multitude of stimulants to ensure learning is authentic. Teachers must take into consideration the many factors involved in the learning process including when, where, and how children play. Play holds a crucial role in the development of young children, yet play-based learning has been absent from early childhood classrooms for many years. Children interact, learn, and progress through play, whether it be with adults, other children, or by themselves. Mann, Hund, Hesson-McInnis, & Roman (2016) stated, “Early childhood is characterized...
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...Play is a freely chosen and personally directed behaviour that actively engages children. It is very important that early years practitioners have a good grasp on this subject as the developmental usefulness of play for a child is extremely significant. For children, play provides them with the necessary skills to develop: socially, emotionally, physically and creatively. Bruce (2004) explores the fact that play is a valuable tool for children to discover their environment and to learn about why things happen using all of their senses both indoors and outdoors. The hypothesis that will be discussed throughout this essay is how play is important in early development and learning and how it serves both the child’s individual needs and the future society in which they will live in. This will be discussed and explored through reference to historical play pioneers, legislation, policy and guidance and theoretical knowledge on the social, cultural and intellectual perspectives on play. The Early Years Foundation Stage (EYFS) Statutory Framework (2008), created under the Childcare Act (2006), gives all practitioners across England guidance on a play based approach to learning. Therefore, assuming children do learn by play, practitioners and professionals must deliver planned, purposeful play which has a balance between adult-led and child-initiated activities, as stated by QCA (2007). There should be a wide variety of different play methods that allows them to represent their own learning...
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...Reem 2013 Active learning through play and creative arts Reem 2013 Active learning through play and creative arts Play and creative arts are important aspects of children’s learning that are being used in kindergartens. This action research project explores the using of play and creative arts in a kindergarten classroom. The purpose of this study is to evaluate and analyze how play and creative arts activities enhance and support children’s learning in literacy and numeracy lessons. Qualitative methods were used to gain data that reflect on the implementation of play and creative arts strategies and activities in teaching and the interpretation collected from participants. The three types of tools that used to collect data are observations, interviews and a reflective journal to ensure validity of results. After analyzing the data, two interrelated themes emerged. The first theme highlights the benefits of play and creative arts in early childhood. The second theme shows the benefits of using them can support literacy and numeracy development. Consequently play and creative arts seems to promote development in children’s learning processes and they also offer the learners’ confidence in their learning. To conclude, this study shows that play and creative arts may have positive effect in improving the children’s overall performance and attitudes. Play and creative arts are important aspects of children’s learning that are being used in kindergartens. This action research...
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...PLAY: It’s the way young children learn A special supplement to the Children’s Advocate, based on a policy brief from the Bay Area Early Childhood Funders (References at www.4children.org/play.htm) generation ago, kindergarten was supposed to get kids ready for school. But now everyone is talking about the importance of “school readiness” before kids get to kindergarten. That’s why many parents, anxious for their children to succeed in school, want early care and education programs to have children sit at tables using work sheets, drills, and flash cards to learn letters and numbers and even starting to read, add, and subtract. But preschoolers learn differently from school-age children: play is essential to early learning. Play is the main way children learn and develop ideas about the world. It helps them build the skills necessary for critical thinking and leadership. It’s how they learn to solve problems and to feel good about their ability to learn. Children learn the most from play when they have skilled teachers who are well-trained in understanding how play contributes to learning. Most child development experts agree that play is an essential part of a high-quality early learning program. Play is not a break from learning—it’s the way young children learn. A time following teachers’ instructions. Several studies have shown that children learn more from educational activities that support their own interests and ideas. Some researchers have found evidence that...
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...The importance of play Young children’s play is directly or indirectly appointed to their experiments, activities, experiences and events. The essay illustrates the attitude of play in different perspectives and how they links to Te whariki. The comparison of Sri Lanka socio cultural perspective and one of New Zealand socio cultural perspective describes follows. In the summary, the learning outcome referring to examples will be talk about. The definitions of play have stated many theorists. During the 20th century, children’s plays have been closely observed by theorists. Play defines as playing and growing are parallel roads to life. Playfulness describes the child’s creativity and action. Through play a child acquire self reliance to represent of his inner and outer worlds. (Wood, & Attfield, 2005). That children “learn through play” is a concept that has established to show the importance of play. It is the belief that play is necessary for a healthy grow and development. Play literate states that children declare their current interests and needs through play activity. Children control the environment, materials to acquire skills to going after exploration and practice. (Piaget, 1962). Play provided an ideal way of observe children’s natural interests, behaviours and moods. The children learn when they are ready. It describes the importance of choice of a child, and that ready is to understand to adults that the child is ready to early learning. The essential value...
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...An essay that explores the theoretical underpinning of a resource that relates to language development and its place in learning. In this essay I will be discussing the good old fashioned stick and how it can be used to support a child’s language development. I will be discussing the diversity of play through the stick and how this is supported by the curriculum and how it is also supported by theory. According to The National Toy Hall Of Fame, the stick may be the world’s oldest toy. Animals play with sticks; our dogs play fetch with them. Children have an endless source of make believe and fun with sticks. A child’s imagination can turn sticks into magic wands, fishing poles, swords, light sabres, majorette batons and ores for an imaginary boat and so on. Children cultivate their creativity and develop their imaginations when they pretend with sticks. Children build and walk with sticks, bat balls with them; they explore the outdoors as they search for the best one. Sticks promote free play, the freedom to invent and discover; they are the original building blocks for creative play. Playing with sticks encourages outside play which incorporates fresh air and exercise. Sticks are not only the oldest toys around they are simply the best. A stick can come in all shapes and sizes. They are not carefully made or presented like a manufactured resource. They are natural and rustic looking and that makes them appealing to children and wanting to engage with it. Like the old saying...
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...they have the best learning experiences, this is important as it helps their brain to develop, and shape them into the people they will become later in life. The environment a child is exposed to, before birth and in the very early years will have a massive impact on how they develop holistically, as well as the attachment to the parent or carer. The curriculum is all the different opportunities, activities and experiences that is offered which help a child to develop in their learning. The different methods and contents used to support the child in their learning are vital. Babies are born with a natural instinct to play and learn naturally because of their curiosity and the people who actively engage with them to make sense of the world around them. There are 4 four key principles within the framework and are the main focus for all children’s learning and development. These are:- Rights of the Child, Relationships, Responsive Care Respect The main aim of the Pre-Birth to Three is to support everyone who work with and for our youngest children and their families, by adopting a long-term, flexible, and organic approach for the benefit of every child, promote confidence, inform the ways in which staff support children and families, and improve and enhance evidence-informed practice. http://www.educationscotland.gov.uk/thecurriculum/whatiscurriculumforexcellence/learningthroughoutlife/prebirthto3.asp13/11/2014 Babies discover through their senses, this...
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...AND AIMS Welcome to KuKi Montessori, one of the greatest gifts we can give our children is the joy of learning. Our focus is to provide a stimulating early care and education experience which promotes each child's cognitive, physical, social and emotional development. Our program is designed for children aged 3 and 4 years old. We aim to provide a safe, happy, caring and stimulating environment where your child can learn through encouragement, sensitivity to others and mutual respect while at the same time encouraging each child to express his own personality through imaginative and creative play. Our program offer children opportunities for learning, play, taking part in arts and crafts, children will be able to work and play in small and large groups, both inside the classroom and outdoors. In our main class we include a library’s corner; we reinforce all skills about communication, reading and writing. Through stories, children learn to appreciate language, gain new vocabulary, and learn to use new words and concepts, we provide a separate motor’s room as well offering the children organized games and gym based program and an outdoor play area with a wide range of toys, slides, playhouses… and also we have a garden area that the children use to grow flowers and vegetables. Spanish language is an integral part of our curriculum. Teacher introduces Spanish through songs, games, instruction, greetings…This program is designed for children who have no prior knowledge of...
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...Assignment Discuss the key aspects of Early Years child development in the contexts of providing support an appropriate child care setting Page 1 This essay will look at the key aspects of early Years child development in the contexts of providing support in an appropriate child care setting. The early years of a child’s life are the most important in terms of their general well-being, their emotional and social development, and their physical, intellectual and emotional growth. Bruce and Meggitt, (1999) claim that children learn more in the first five years than in the whole of their lives, thus supporting the importance of good quality early intervention in a child’s learning and development. As children grow and develop in a myriad of ways there are several theories of child development, each suggesting that children develop in a similar way, yet each also stresses that different parts of development are of primary importance. Maslow (1970) cited in Hartley-Brewer (1998) believes that children cannot learn and develop until their basic needs are met such as food, warmth and security. When these are met then a child must feel safe and secure before they can learn which according to Maslow (1970) is high up the ladder of needs before they reach the top which is self-actualisation. Geraghty (1988) suggests “love, security, consistency and continuous affection, and opportunities for independence lead to a positive self-image” (p.104) As a Sure Start practitioner...
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...TASK 1 Play promotes learning (intellectually and emotionally) through interaction with the environment. Creates an understanding of the world and the accumulation of knowledge. A child learns to categorize and organise events, stimuli and even feelings or thoughts. A child experiments with different situations or stimuli (often imitating observed behaviour) which is a way for the child to self-educate. Play stimulates a healthy imagination. Play may be therapeutic as it can help the child to work through events or feelings which they may have trouble expressing verbally. Play reflects the true self or personality of a child which may be a method for adults to understand the child better. Play is a way to learn social skills through interaction with other children or adults or through educational games. Play is good for a child’s self-esteem as it gives them freedom of choice and the ability to control their level of satisfaction derived from play. Task 2 A topic which is often under discussion is the importance of play to children in their developmental stage. Studies have shown that play forms a fundamental part of a child’s development. It is important to understand what the term “play” entails. Playing is a way for children to project their personalities. It is a process that is innate and personally/freely chosen. Play is present from childbirth and becomes more intricate and deeper explored with age. As play is cross-cultural and not gender/age bound, it...
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...place where children are valued for their meaningful work. A place where the staff is valued for their zeal, knowledge, and commitment. A place where children’s learning and growth are seen as intertwined. A place where the staff creates places and spaces for caring relationships. A place where children’s ability to wonder, explore, and soar can be acted out. A place where the staff is delighted to be around children and share in their joys. A place where parents are valued as their child’s first advocate. A place where together they appreciate the child’s ability to play. A place where parents receive support in their child rearing roles. A place where together they feel like they are always learning. A place where parents can enthusiastically promote their child’s hands-on approach to play. Also to be a place where together they will value each moment of the day. Philosophy of the Program The program of the David C. Vaughn Head Start has been developed to meet the physical, emotional, mental, social, and creative needs of the young children. The classroom encourages trust and independence. Emphasis is on helping the children gain a positive self -concept, self- discipline, and in help in developing warm relationships with others. Early childhood research shows that young children learn primarily through play. Play is an...
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...English through drama for oral skills development Laura Miccoli This paper presents the results of an investigation into the value of using drama in a Brazilian university classroom. Drawing on Di Pietro (1987) and Via (1976) on the advantages of using drama in language learning, from Mezirow (1990) and Schön (1991) on the importance of reflection for promoting meaningful learning, and from Donato and McCormick (1994) and Lukinsky (1990) on the e¤ectiveness of portfolios as a tool to promote reflection, the paper presents a case study of the use of drama in an oral skill class, describing the course structure and classroom procedures. It includes learners’ voices as taken from their portfolios, and evaluates results, presenting setbacks and possible solutions. Finally, it encourages the use of drama and portfolios for transformative and emancipatory learning. Introduction As teachers we are always looking for ways to improve our classes and motivate our students. Yet, teaching conditions may not be as ideal as we would like them to be. Sometimes we get too many students; often they have di¤erent proficiency levels; sometimes both problems arise in the same class. This was my situation: I had to teach a conversation class where the level of proficiency of the 37 students ranged from basic to advanced. Knowing that a traditional format would not work, the experiences of interactionists like Di Pietro (1987) and the actor/teacher Via (1976) helped me decide to bring drama and...
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...Literature Review in Games and Learning John Kirriemuir, Ceangal Angela McFarlane, Graduate School of Education, University of Bristol FOREWORD Computer games are today an important part of most children’s leisure lives and increasingly an important part of our culture as a whole. We often, as adults, watch in amazement as children dedicate hours to acting as football coaches, designers of empires, controllers of robots, wizards and emperors. In the past, computer games have been dismissed as a distraction from more ‘worthy’ activities, such as homework or playing outside. Today, however, researchers, teachers and designers of learning resources are beginning to ask how this powerful new medium might be used to support children’s learning. Rather than shutting the door of the school against the computer game, there is now increasing interest in asking whether computer games might be offering a powerful new resource to support learning in the information age. This review is intended as a timely introduction to current thinking about the role of computer games in supporting children’s learning inside and out of school. It highlights the key areas of research in the field, in particular the increasing interest in pleasurable learning, learning through doing and learning through collaboration, that games seem to offer. At the same time, the review takes a measured tone in acknowledging...
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...PRESCHOOL CLASSROOM Janelle Conlin Early Childhood Curriculum & Methods: ECE311 Instructor: Michael Walter August 10, 2012 PRESCHOOL CLASSROOM Preschool classroom’s fosters an exploratory play environment for children ages four to five to prepare students for private school kindergarten courses and utilizes North Carolina kindergarten standards to develop curriculum. Cumberland County public school system does not have the best reputation for educating students and has created a need for more private schools. Currently, we only offer a preschool program but plan to expand into the elementary school ages. As the new school year approaches I will be redesigning the classroom environment and curriculum by incorporating theories from Reggio Emilia, Creative Curriculum, and High Scope Curriculum along with including state standard activities to cover the main concepts for the core subjects to prepare for Kindergarten. Classroom environment and teaching strategies will incorporate philosophies and theories from Reggio Emilia, Creative Curriculum, High Scope Curriculum, and Piaget’s theory into a comprehensive curriculum design for preschoolers. When developing curriculum it is important for this age group to have several approaches. “Children ages 3–8 benefit from planned, teacher-guided, interactive small-group and large- group experiences” (NAEYC, 2009). “Reggio Emilia programs demonstrate how planning an environment is driven by respect for the rights of the...
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...research reveals the value of play-based learning for healthy intellectual development of young children. And, fort building certainly constitutes play. Looking at academic and intellectual skills, researchers agree that both play an important role in a child’s development. However, more evidence arises to indicate that a heavier emphasis on inborn intellectual dispositions in the early years reaps better long-term results. What does this mean to parents? Academic skills expect children to master elements of disconnected information. Drills and worksheets may ring familiar to parents and children alike. Information with concrete answers requiring memorization...
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