Ass 2 exploration play and documentation

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TAFE NSW - Sydney Institute *

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Psychology

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Apr 3, 2024

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PLAY IN EARLY YEARS Assessment 2: Digital Presentation Exploration, Play and Documentation Student Name: Dibya Khadka Id num: IKO3001103 Submitted to: Vahid

Objective of presentation: The goal of this digital presentation is to critically analyse, examine, and evaluate play, play principles, and play-based learning as the main pedagogical constructs for young children's growth, learning, and wellbeing in early childhood education. Play is the only way for a child to freely express what's in their soul, it is the pinnacle of human development during childhood (Friedrich Froebel, 2010 ). Play is symbolic, meaningful, pleasurable, episodic, active and rule-governed. According to Wood, E. (2013 ), play is something that children choose and create for themselves; it's pretend but carried out as though it were real; it's done by children, not by adults; it involves active participation and is enjoyable. The play emphasises doing rather than producing. Play Principles:  Play requires active engagement in terms of interaction and participation.  Children who participate in play activities do so voluntarily.  Freedom and Autonomy: Children should have the freedom and autonomy to choose in their play environments.  Social Interaction: Play offers chances for cooperation and social interaction.  Play is a great way to stimulate one's imagination and creativity.  Rule-Governed: Play frequently abides by a set of regulations.  Play fosters development in a variety of domains, which supports holistic development.

Play functions : The different functions of the play are:  Physical development : Physical development includes physical growth, maturation, gross motor skills, and fine motor skills. The gross motor skills in children consist of big muscles of the body like walking, running, and cycling whereas fine motor skills consist of small body muscles or fingers like writing, drawing, and picking up things.  Cognitive development : Cognitive development involves the cognitive development of the children which includes the cognition process, learning, and making new thoughts and ideas.  Socio-emotional development : It means making a good connection with each other whether its family, friends, or care-provider. Erik Erikson's theory discovers that eight developmental stages gradually shift with age, such as autonomy versus shame and doubt, initiative versus guilt, trust versus mistrust, and more.  Language development : The process of early childhood language expression and comprehension is referred to as language development in children. It begins many years in advance of the child's birth and lasts for a very long period (Main, P. 2022).

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Types of Play According to Mellisa Colville , the various types of the play are: 1. Discover play: Children can learn about the world and how it functions through discovery play. Babies and young children engage in open-ended, child-led discovery play where they explore, experiment, find out, and make their discoveries. 2. Manipulative Play : It trains the hands, eyes, and brain to work together. Children engage in manipulative play, wherein they explore and manipulate various objects, parts, and materials like construction sets, play dough, threading beads, and puzzles. Children's manipulative play varies in response to changes in their physical development. 3. Social Play : Playing together allows children to engage in social play. Kids learn social behaviours and skills through playing with other kids. As they grow, children acquire skills such as cooperation, compromise, sharing, empathy, justice, and accountability. 4. Dramatic / Imaginative Play: It involves role-playing, the use of materials and props, and pretending, fantasy, and make- believe. A child might play in the home corner, dressed in an apron, with a pot and wooden spoon, pretending to be the chef in the restaurant. 5. Creative Play : In this type of play, is children's play that typically satisfies a need for self-expression and develops

manual skills, like painting or modelling. It is important for the children as it helps in the cognitive development of the child. 6. Physical Play : Playing physically inspires children to be active. Children can discover how their bodies move and function through physical and active play, which engages the body and its large muscles. Through physical and active play, children also acquire gross and fine motor skills when they engage in learning activities like throwing and climbing. Play sequences: Different play forms emerge in a developmental sequence as the child learns to make the most use of their sensory and motor abilities first, then their communication and creative abilities. According to Sheridan M. D., (2017 ), the sequences of play are: 1. Active play: It is directly related to the promotion of physical development and requires the provision of both fixed and mobile, simple, safe playground equipment in addition to enough open space for movement and natural obstacles to overcome. 2. Exploratory Play: It begins at three months of age with finger play starting, assuming age-appropriate gross-motor, fine-motor, and sensory functioning. 3. Imitative Play: It becomes distinctly noticeable after 7-9 months. It assumes that a child can move their body, manipulate objects, integrate, and interpret multisensory information, and understand simple language. 4. Constructive Play: It assumes possession of all the previously mentioned motor and sensory abilities in addition to an increasing capacity to use the mental processes, starting with very basic block- building at about 18 to 20 months. 5. Make-believe Play: It assumes that one possesses all the motor and sensory skills listed above, along with an increasing ability to use the mental processes involved in memory recognition and retrieval, starting at approximately 18 to 20 months of age with very basic block-building.

6. Game with rules: They typically begin at the age of four, when small groups of children who are peer-age create their own rules for cooperative play under the tacit guidance of an adult. Play stages. In his cognitive stage theory, Piage t discovers the few stages of play and they are : 1. Functional play: includes using objects to perform repetitive tasks, like pushing toy cars or stacking blocks. 2. Symbolic play: Symbolic play, also referred to as pretend or imaginative play, is when children use things, ideas, or actions to represent their ideas. 3. Game with rules: Playing games with rules helps children develop critical social skills like cooperation, to maintain discipline, and obeying directions. It also helps them think strategically and make decisions. And according to Mildred Parten (2021) , the play stages are: 1. Unoccupied Play (0-3 months) 2. Solitary Play (0-2 years) 3. Onlooker Play (2 years) 4. Parallel Play (2-3 years) 5. Associate Play (2-3 years) 6. Co-operative Play (4-6 years)

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Play-based Learning The EYLF (Early Years Learning Framework): ‘Belonging, being & becoming’ (DEEWR [ Department of Education, Employment and Workplace Relations ] , 2009, p. 6) defines play-based learning as ‘a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations.’ Play-based learning involves learning via research and discovery; sometimes interactions with adults and other children can help this learning. A variety of play experiences, such as constructive play, dramatic play, sensory play, and socio-dramatic play, are included in play-based learning. These play activities foster children's physical development, creativity, language and communication abilities, social-emotional skills, and cognitive development. Positive relationships between children and adults are also promoted by a play-based learning environment. In the early five years context, here are five learning outcomes of Early Years Learning Framework: • Children have a strong sense of identity • Children relate to and contribute to their world • Children have a strong sense of wellbeing • Children are confident and involved learners • Children are effective communicators.

Theoretical bases of Play: Theoretical views on play in early childhood education provide insightful knowledge about the importance of play and its role in children's growth, education, and well-being. The following is how important theories and theorists advance our knowledge: 1. Erik Eriksons Psychosocial theory According to Erikson, play helps kids grow psychologically by giving them the chance to explore their identities, interact with others, and express their emotions. Through play, children can try out various roles and relationships, which aids in the development of their sense of self and social skill set. Children gain empathy, cooperation, emotional control, and social skills via play, all of which improve their general welfare and mental health. 2. Piagetian Theory According to Piaget's theory (1962), children's thinking demonstrates their unique method of perceiving and comprehending the world. Through Play, children can experiment, explore, and manipulate ideas and objects, which helps them develop cognitive abilities like imagination, problem-solving, and symbolic representation. 3. Vygotsky's Socio-cultural theory Vygotsky states that play is a result of children's social and cultural experiences as well as a reflection of their cognitive development. Through cooperative and imaginative play with peers and adults, play fosters language development, social skills, and cultural understanding in children.

4. Fleer's conceptual play theory In the conceptual play by Fleer (2010) The connections between play, learning, and development are the main topics of this theory. According to Flyer (2013), pp. 114–15, Schousboe's spheres of play are relevant to the theory. Play serves as a source of development for children when it is recognised as a leading activity in the community. In the conceptual play, a shared or individual imagined scenario is created. Fleer provides an example in which the kids made up a scenario (see Fleer, 2013). Roles of Teacher in Play base learning As a teacher, he/she plays a very crucial role in the play learning environment. Early Childhood Educators are responsible for providing care and education to children from infancy to age 5. Because they are their initial educators outside of the home, they have a huge impact on their lives. Early childhood educators have a positive impact on children's behaviour, learning styles, and social skills. Along with fostering children's sense of identity and development, they also uplift, support, and encourage learning in children. Moreover, early childhood educators work in partnership with families to assist children in acquiring the self-help, communication, and self-awareness skills necessary to successfully navigate the world. Teachers are essential to the growth and development of young children in early childhood education. To achieve educational goals, this calls for the careful planning, carrying out, and assessment of learning activities. A study on the roles that teachers play in educational planning found that teachers have a strong preference for administrative work, which may affect how well students learn. According to Indonesian Legislation No. 20, 2003 , states that educators must carry out their professional responsibilities, which include developing plans, carrying out programmes, and evaluating results. The creation of play activities in the form of yearly programmes, semester plans, weekly plans, and daily plans is all part of the teacher's job description as a learning planner. This assertion leads to the conclusion that the instructor serves as an administrator in the learning planner ( Sumitra, A., Nurunnisa, R., & Lestari, R., 2021).

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References : Wood, E., (2013). The Child in Focus eBook: Learning and Teaching in Early Childhood Education , Oxford University Press Australia & New Zealand, 2019. ProQuest eBook Central, http://ebookcentral.proquest.com/lib/ikoninstituteau/detail.action? docID=6512698 . Irving, E., & Carter, C. (2018) 1 st ed. The Child in Focus Learning and Teaching in Early Childhood Education . Oxford University Press Australia. Kidskinder Child Care Centre. (2021, April 16). The stages of play in early childhood. Retrieved from https://kidskinder.com.au/stages-of-play-in- early-childhood/ Petit Journey. (2014, February). Petit Journey . Retrieved from https://www.petitjourney.com.au

Sumitra, A., Nurunnisa, R., & Lestari, R. (2021, January 1). The Role of Teachers in Planning Early Childhood Learning.

Ass 2 exploration play and documentation

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