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Ecec200 - As1

The document discusses the significance of play in early childhood education, emphasizing that play is a crucial method for children to learn and develop essential skills. It outlines various theoretical perspectives on play, including classical and contemporary theories, and highlights the importance of play-based learning environments. The author also shares their teaching practices and frameworks that guide their approach to fostering meaningful play experiences for children.

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Zohaib Ahmad
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0% found this document useful (0 votes)
71 views12 pages

Ecec200 - As1

The document discusses the significance of play in early childhood education, emphasizing that play is a crucial method for children to learn and develop essential skills. It outlines various theoretical perspectives on play, including classical and contemporary theories, and highlights the importance of play-based learning environments. The author also shares their teaching practices and frameworks that guide their approach to fostering meaningful play experiences for children.

Uploaded by

Zohaib Ahmad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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The Power of Play in

Supporting Play-Based
Learning in Early
Childhood
ECEC200 –
Assessment 1
Acknowledgment of
Country
I Respectfully acknowledge the Traditional Custodians of this land, the
Wurundjeri people of the Kulin Nation. I respectfully acknowledge the
Elders of the past, present, and future, and recognize their strong bond
with Country, culture, and community. Being an early childhood educator in
Victoria, I am guided by Aboriginal and Torres Strait Islander approaches to
learning, which highlight the importance of play, stories, and belonging. I
am pleased to see all families here and acknowledge that we all have a
part in making our schools inclusive, respectful, and culturally aware for
every student."
What is play?
• Playing is the main way young children discover their
world, communicate, and understand new things.
• Children enjoy it, find it meaningful, and choose to play
it, even though it might look simple to adults.
• Fred Rogers pointed out that play is often seen as a
pause from real learning. However, for children, play is a
serious way to learn.
• When kids play with blocks, pretend to be animals, or
dig in the sand, they are learning to think,
communicate, and interact with others in a fun way.
What is Play-
Based
Learning?
• Play-based learning involves children learning important things by
playing in a fun and meaningful way.
• It helps children discover, try out new things, use their imagination, and
solve problems in a way that comes naturally to them.
• Even though the child is in charge of the play, educators help by
preparing learning environments and asking meaningful questions.
• Salamon (2011) discovered that children in play-based environments
developed better language, social, and problem-solving skills than those
in classrooms focused on academics.
• It demonstrates that play can greatly help learning and development
when used with purpose.
Theoretical
Perspectives on Play
Classical Contemporary
Theory – Theory – Vygotsky’s
Practice Sociocultural
Theory (Karl Theory
Groos)
Practice Theory argues that play helps children get ready
Vygotsky thought that children learn the most
for the challenges they will face in life. Children use when they play with others and receive help
pretend play to practice being adults by cooking, caring from those who are more skilled. Playing allows
for others, and solving problems. This demonstrates that children to develop their minds and language
playing helps children develop important skills from a skills. I apply this idea in my teaching by joining
young age (Sumsion et al., 2014). It makes me realize in their games, asking them questions, and
that even the simplest games can be great for learning. gently helping them learn. It allows me to assist
with both independence and development
(Smolucha & Smolucha, 2021).
Froebel believed that play is the most important part of

Approaches to
human development and that children learn best by

01
doing things themselves. I use Montessori’s concept of
a prepared environment to design interesting and

Play-Based
meaningful learning areas. I think every toy or material
should be useful and encourage children to explore.

. This is in line with the EYLF principle that children are


capable and active learners (Kesavelu et al., 2021)

Education
1.Historical Approach – Froebel
2.Modern Approach – Reggio The Reggio Emilia approach believes that children
are capable, confident, and have a lot of potential,
Emilia and play is how they express and explore ideas

02 (Hewett, 2001).
I believe in treating the classroom as the “third
teacher,” so it is full of opportunities for students. I

. record children’s play to understand their learning


process. It helps to follow the EYLF approach of
intentional teaching and forming partnerships with
families.
Why Play Matters
• Playing is important for children because it helps their brains,
improves their moods, and boosts their language and creativity.
• Playing helps children create brain connections that improve
their memory, attention, and problem-solving abilities.
• Bodrova (2008) revealed that playing helps children become
more emotionally strong and socially capable.
• In my opinion, playing helps children communicate their
emotions, work out disagreements with others, and use their
imagination to understand the world.
• This helps children meet the goals of EYLF Learning Outcomes
1 and 5 by making them feel connected, confident, and able to
communicate well.
Types of Play You Use
in Practice

Risky Schematic Socio-dramatic


PLay Play Play
When children climb trees or When a child repeatedly lines up When I set up a pretend kitchen,
balance on logs, they develop blocks or drops toys from heights, children take on roles like chef or
they’re exploring concepts like parent, which builds language,
physical coordination and
order and cause-effect. I support empathy, and social skills. They
assess risk. I supervise closely
this by offering materials that
to help them build confidence learn to cooperate, negotiate,
match their current thinking
and solve problems through role
and resilience in safe ways. patterns (Krieg, 2011).
play.
My Play-Based
Teaching Practices
I will use different types of play, such as imaginative, sensory, and outdoor risky play,
to help every child learn in their own way.
I will create spaces that encourage children to explore, solve problems, and be
curious, all while making sure they are safe and included.
I observe carefully, listen to the children’s thoughts, and help them think further by
asking open-ended questions.
I will offer a variety of resources and flexible ways of working that allow children to
take charge of their education.
As a result, I ensure that play is meaningful, engaging, and helps children develop.
Frameworks
That Guide My
Practice
• I use the Early Years Learning Framework (EYLF) and the
National Quality Standard (NQS) to inform my daily work
and choices.
• They allow me to plan play so that it is meaningful,
purposeful, and supports specific learning goals.
• I set up environments where all children feel secure,
appreciated, and encouraged to learn through play.
• By sticking to these standards, I often review my teaching
methods and aim to improve the care and education I offer.
They make me realize that play is important for learning and
growing throughout life.
References
• Bodrova, E. (2008). Make-believe play versus academic skills: a Vygotskian approach to today’s dilemma of early
childhood education. European Early Childhood Education Research Journal, 16(3), 357–369.
https://doi.org/10.1080/13502930802291777
• Hewett, V. (2001). Examining the Reggio Emilia Approach to Early Childhood Education. Early Childhood Education
Journal, 29(4), 95–100. https://doi.org/https://doi.org/10.1023/A:1012520828095
• Kesavelu, D., Sheela, K., & Abraham, P. (2021). Stages of Psychological Development of Child-An Overview. International
Journal of Current Research and Review, 13(13), 74–78. https://doi.org/10.31782/ijcrr.2021.131320
• Krieg, S. (2011). The Australian early years learning framework: Learning what? Contemporary Issues in Early Childhood,
12(1), 46–55. https://doi.org/10.2304/ciec.2011.12.1.46
• Salamon, A. (2011). How the early years learning framework can help shift pervasive beliefs of the social sand
emotional capabilities of infants and toddlers. Contemporary Issues in Early Childhood, 12(1), 4–10.
https://doi.org/10.2304/ciec.2011.12.1.4
• Smolucha, L., & Smolucha, F. (2021). Vygotsky’s theory in-play: early childhood education. Early Child Development and
Care, 191(8), 1041–1055.
• Sumsion, J., Grieshaber, S., McArdle, F., & Shield, P. (2014). The ‘state of play’ in Australia: Early childhood educators
and play-based learning. Australasian Journal of Early Childhood, 39(3), 4–13.
https://doi.org/10.1177/183693911403900302
thank
you
very
much

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