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Time: 15 hours
Level: Intermediate
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 Introduction Resource- From an early age, play is important to a child's development and learning. It isn't just physical. It can involve cognitive, imaginative, creative, emotional and social aspects. It is the main way most...
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| | 1 Curriculum frameworks and play
- 1.1 Introduction Resource
- In many countries play is widely viewed as an effective way in which children learn, and most curriculum outlines or frameworks make some reference to play. There is reason to think, however, that the...
- 1.2 Curriculum guidance/frameworks and play Resource
- In the first activity you will explore what curriculum frameworks say about play.
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- 2.1 Introduction Resource
- Before making judgements about the value of play, it is important to be clear about how we define ‘play’. Is play unstructured exploration of the immediate environment? Does participating in a board game...
- 2.2 Play experiences within your setting Resource
- Aim: to begin to clarify what play experiences children have in your setting during the course of a session.
- 2.3 Why we value play Resource
- Play is notoriously difficult to define, but this in itself is not problematic. What is important is that practitioners, parents and children within a setting share their ideas about what constitutes play...
- 2.4 Opportunities for play within your setting Resource
- Aim: to explore the opportunities for play within your setting.
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- 3.1 An overview of the issues Resource
- As Section 2.3 demonstrated, there has been a long tradition of valuing play in early years settings. Most definitions and descriptions of, and justifications for, play are from the adult's point of view....
- 3.2 The role of adults in children's play Resource
- Bennett et al. (1997) questioned the view that exploring and discovering leads to learning. They argued that children needed adults’ help to make sense of their discoveries and to make links and connections...
- 3.3 Different types of play Resource
- When thinking about play in early years and primary settings, it is sometimes helpful to try to make a distinction between different types of play experience: not in terms of listing role-play, small world...
- 3.4 What play means to children Resource
- So far in this section we have been exploring whether or not play is valuable and worthwhile, but in doing so we have been operating within an educational framework and thinking about ways in which play...
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- 4.1 The international perspective Resource
- Earlier in this unit (Section 1) you looked briefly at cross-cultural approaches towards children's play and children's work. In many societies throughout the world it is expected that children, even very...
- 4.2 Equity issues Resource
- The research findings of Farver and Shin (1987) suggested that there are discernible differences between Korean-American and Anglo-American children's pretend play themes. Korean-American play themes seemed...
- 4.3 Do children need to play? Resource
- Although we have considered the purposes of play and the extent to which it is valued in various societies, we have not considered how necessary play is for children's learning, development and well-being....
- 4.4 Observing play Resource
- Observing children's play offers an important way in which adults can monitor and assess children's progress.
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| | References and Acknowledgements | |
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