ECS Year 2 Early Childhood in a Diverse Society

What is Play & Exploration? Is voluntary and child chosen Is child-invented Imaginary play Focuses on the process not product

Is unpredictable Requires active involvement Children don’t play in order to learn, but they learn while they are playing Play is ENGAGING!!!!!

What the theorists say: Friedrich Froebel ( ) Said that play acts as an organising function which integrates and helps children to apply their knowledge & understanding in relation to their developing ideas. Theories on Feelings and Play Anna Freud ( )- Teacher and Analyst Believed that play is a therapeutic experience. Erik Erikson ( ) – Student of Anna Freud Believed that through play children become partners with their futures.

Margaret McMillan ( ) McMillan again saw the importance of active learning and first-hand experiences, particularly that play was significant for children’s development of imagination, feelings and emotions. She believed play as a means of expression and application of knowledge and understanding. McMillan was a main pioneer in nursery education which emphasised the importance of nutrition and medical services as well as physical and emotional well-being (McMillan, 1900; Elizabeth, 1976).

Maria Montessori ( ) Montessori believed children needed structured learning opportunities. She emphasised the involvement and interest of adults is significant to play. Montessori considered the adult as a facilitator in learning. Like Piaget, she believed children as active in their own learning. Many nurseries in Europe adopt the Montessori model (Linda, 2005; Mooney, 2006).

Susan Isaacs ( ) Isaacs was influenced by Friedrich Froebel and others. She saw the value of play as a means to enable children the freedom to balance their ideas, feelings and relationships whilst moving in and out of reality through play. Isaacs emphasised the importance of fantasy play. All play was seen as essential to holistic development. She further claimed that parents were the child’s first educators (Isaacs, 1929; Mills and Mills, 2000).

What the theorists say: Cognitive Theories on Play Lev Vygotsky ( ) He sees play as creating a zone of potential development Jean Piaget ( ) Play unifies learning -Categorised play into 3 stages: 1.Practice play- Sensory-motor and exploratory play (6months to 2 years) 2.Symbolic play – pretend, fantasy and socio-dramatic play ( 2 years to 6 years) 3.Games with rules (6 years onwards)

Jerome Bruner (1915- Present) Bruner sees children as active agents, who need first-hand experiences to help them develop their thinking and learning. Similar to Vygotsky, Bruner believes that the more experienced adults and peers are crucial for Scaffolding children’s learning (Bruner, 1986; Bruner et al, 1976)

Types of Play Role play – shopkeeper, doctor, mums & dads Imaginative & Fantasy play - creativity Socio-dramatic play- interacting verbally & physically Heuristic play – discovery play ( baby/ toddler play) Constructive play – manipulation of objects/ materials to create something Free-flow play – children’s choice of play Rough and tumble play – play fighting Games with rules – Board/card games, All facilitate in developing Social, Emotional, Intellectual and Perceptual Motor skills.

How play relates to learning THE CHILD An active learner in a social environment Social Development Intellectual Development Motor Development Emotional Development

Social Development Learn from others and cooperation Take lead or subsidiary roles where appropriate Develop socially acceptable behaviour Understand how events affect others Perceptual Motor Development Control and dexterity of movement Know how to organise sequences of movements Organise sequence of movement Confidence in new movement challenges

Intellectual Development Knowledge and world understanding Develop language and communication skills Develop mathematical and scientific concepts Think creatively – a new way of doing things Emotional Development Pretend to be someone else Approach new situations with confidence Express feelings and anxiety – be more resilient Be innovative and imaginative

A Model of Integrated Pedagogical Approaches to Play and Learning (Broadhead, 2010) Planning environment Assessing Reflecting evaluating observing activities Planning Activities + Adults roles Adult- directed activities Child-initiated activities Work/non-playFree play Structured Play

Role of an Adult Adults are needed to facilitate, interpret and collaborate the child’s play in order for them to make sense of their play. ADULTS ROLE Support children’s skills as players and learners Enrich the content of their play Support and respond to children’s needs and potentials Be responsive to the level of play and development Enable children to elaborate and develop their own themes Remain sensitive to the idea that children are trying to express

Role of an Adult Adults’ role is crucial children need real experiences which help them to understand the meaning of what people say to them Play is not an easy game and requires a great deal from adults Children depend on adults in giving them added information Froebel believed that the adult is a partner in the child’s learning, not a threat to the child. For Froebel, play alerts the adult to what the child is able to do Bruce (1987) places the responsibility on adults to make sure children have a partnership role.

Questions How flexible should children’s play be, with regard to offering freedom of movement and expression? What real choices are offered to children in their everyday play experiences? Should play serve the needs of the child, rather than the needs and expectations of adults? Is play about experiencing and doing, or about achieving a specific end result?

Play Well-planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge. In playing, they behave in different ways: sometimes their play will be boisterous, sometimes they will describe and discuss what they are doing, sometimes they will be quiet and reflective as they play.