Play Based Approaches To Early Childhood Learning And Development

Introduction to Play Environment Analysis

The following module used here is going to elaborate on the use of materials in the curriculum for young learners to enhance their learning capabilities. For this, the materials used are shapes made of bamboo blocks. These materials can be used for the children to make them understand the concept of shapes, colors, and materials. A carpet is used in the room for the safety of the children. It also provided space for the play session. Assessment will be done on the basis of aesthetic value provided by the play products. The role of the teachers in initiating the play will be discussed and how beneficial is the module for the children that have been adapted.

The four dimensions of using the provided module are:

Pleasing Aesthetics

The color, bamboo poles, and the wooden blocks used in the play area help in increasing the understanding of the shapes. It is aesthetically soothing because children stick to colors very strongly. They can choose the materials according to the colors. According to Köhler and Cortina, it is a constructive play method where children get a chance to construct their imaginations in varied ways(Köhler & Cortina, 2019). While playing with the wooden blocks, it will open up the learning of balance, arranging the pile according to height by placing the wooden blocks. This will give them an idea about the gravity, weight, and height of the materials. They can learn about the physical properties of the materials used. As stated by Penfold in his journal, the materials can also evolve their sensory and aesthetic properties while playing. These play equipment can transform their knowledge into an experimented one. It enhances creative learning through the use of materials. While working with the building blocks, the children can use the patterns according to their own creativity and can identify different types of shapes that are available in the play area. It also increases the imagination inside the minds of young learners(Penfold, 2019). The use of carpet in the play area is associated with the safety that must be provided to the children while they play session goes on.

Engaging Individual and Diverse Interest

The module used here contains blocks that are one of the open-ended equipment for the kids. These blocks can be used in varied ways while playing. The engagement of a child's diverse needs means the child would always want to have something different to play with. The blocks can help in maintaining the desire of choosing the type of play of the child. The wooden blocks can be used for constructions and it will differ from child to child. The educator must allow the user to accomplish the innovation out of every child. These blocks can be used perfectly for the kids’ age three to five. The children of this age can use it for making constructions enhancing cooperative and imaginative types of play. The mathematical competencies are fostered using the blocks. The educators can ask children to count the number of blocks his friend has and vice versa(Vogt et al.,2018). This pedagogical approach in learning can help the children understand the complexities of daily things that they observe in a play-way method. Through the use of blocks, the children develop spatial skills, social skills, motor skills, and hand-eye coordination. The social skill here is enhanced by the group of the children who take part in playing with the blocks together. It helps in developing divergent thinking in the children.

The Adult’s Role

The teachers must take care of the fact that learning using the toys require pre-planning. The educators must make sure that the equipment used is safe for the children. The number of blocks required must be bought according to the strength of the children. While playing with the blocks, the educator must help the children if they face difficulties in putting the blockchain in the right place. The requirements of each and every child must be taken care of. Children should choose to play experiences according to their own choices. According to Wood and Hedges, it must be kept in kind that children learn through independent choices made by them at this age. The children who deal with difficulty in memorizing, learning, or solving problems can be benefited through play practice(Wood & Hedges, 2016). The teacher must use the right opportunities through the blocks that help him remember the numbers, shape, spatial concepts, and problem-solving (Chesworth, 2016).

The children must be provided with balanced activities so that holistic development can occur.

For that, the teachers must describe the child’s action so that the children can be expressive and become receptive while working in a group. The teachers must identify the needs of a particular child and likewise provide the play environment for his healthy development. Teachers may ask open-ended questions for encouraging conversation and building opportunities for children so that they can open up their feelings and thoughts. Some questions that can be included are “which block is bigger?” or what will happen if the bigger one is put on the smaller one?”

Cultural and Gender Assertion in Child-Initiated Play

It is important to involve the children in gender initiated play. They understand boy and girl and to make sure that a healthy relationship grows among them, the culture and gender assertion play must be initiated. In the choices made, it is often seen that girls tend to choose toys that are pink in color or are furry, whereas boys tend to choose toys such as cars or trains. The mixing of the play can encourage the participation of both genders. They can have role play games where the children can analyze the role play and can mix themselves in a situation while playing. The occupational role play games which include gender diversity helps enhance communication skills and imaginative skills. The gender assertion where children can swap their role play can make them understand the situations of the other gender in a simpler way.

Culture can be asserted while playing. The skits can be organized where the small acts will be based on the festivals and rituals followed by a particular culture. The play method allows a lot of transformation in choosing the type of plays. The teachers can easily choose festivals that can be displayed by the children using various costumes. Children in preschool do have a lot of cross-cultural diversity. The need is to make them aware of the diversity so that the holistic development of the children can be initiated and respect and love for the other culture can be developed(Roopnarine & Davidson, 2015).

Conclusion on Play Environment Analysis

The idea of learning through playing has directed early childhood teachers for decades. This simple line provides a whole new way of several methods of play that can be adopted in childhood centers and schools. The use of wooden blocks can help enhance many skills related to numbers and shapes. The play-way method gives a chance to the child to express himself in his most favorite way, that is while playing. Children not only enjoy playing but many measures can be applied which will help them learn as well. It also helps to develop their skills in a very simple way. The children are active learners and the teachers can apply to play way methods to help children understand the world around them.

References for Play Environment Analysis

Chesworth, L. (2016). A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives. International Journal of Early Years Education, 24(3), 294–308. Retrieved from: https://doi.org/10.1080/09669760.2016.1188370

Köhler, T., & Cortina, J. M. (2019). Play It Again, Sam! An Analysis of Constructive Replication in the Organizational Sciences. Journal of Management, 014920631984398. Retrieved from:https://doi.org/10.1177/0149206319843985

‌‌Penfold, L. (2019). Material Matters in Children’s Creative Learning. Journal of Design and Science. Retrieved from https://jods.mitpress.mit.edu/pub/bwp6cysy/release/1

Roopnarine, J., & Davidson, K. (2015). Parent-Child Play across Cultures Advancing Play Research. American Journal of Play, 7(2). Retrieved from https://files.eric.ed.gov/fulltext/EJ1053428.pdf

‌Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2018). Learning through play – pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 589–603. Retrieved from https://doi.org/10.1080/1350293x.2018.1487160

Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: critical questions about content, coherence, and control. The Curriculum Journal, 27(3), 387–405. Retrieved from:https://doi.org/10.1080/09585176.2015.1129981

Remember, at the center of any academic work, lies clarity and evidence. Should you need further assistance, do look up to our Early Childhood Assignment Help

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