Agentic Child View Analysis

Play is essential to every part of children’s lives and is important to their development. It provides the children with different ways of doing things children will want to explore and learn new things.

Play for a child is an opportunity to develop the skills needed to form relationships with

Although the framework is slightly different for every nation, the development of early years curricula has been significantly influenced by the Reggio Emilia approach, the Montessori

The public preschools in Reggio Italy take on a whole different aspect than other preschools. The children there in preschool produce projects that are all designed by 3, 4 and 5 year olds. Preschool education can do a lot more this video shows and they work on cognitive development. A child’s brain is sensory experience. Children can follow an idea for a long period of time and create projects by their imagination. This Reggio approach has started to spread. This shows that children’s ideas are valued. This gives children a lot of time with art and more material to use. This approach lets the child express themselves more. Reggio teaches them how to find the answers to things by themselves. Teachers at that school work with their children for three years straight instead of only teaching those children for a year or less. Children at this school work on projects for months at a time. This approach works in Italy but it is getting interest from some places in the united states. This might not work in the US like it does in Reggio Italy. They place children first in the schools

The next type of the play that is mentioned in the article is Social Play. Through social play children learn cooperation with others and sharing with others. This also helps student with learning the rules and in getting along with others. Rules are part of a kindergarten curriculum and social play is on their level of understanding during the different social stages. In addition there is also Constructive Play. This play is where children can build with blocks, play in the sand, woodworking bench, and draw murals. By having Constructive Play in your classroom this allows children to experiment with objects and gives the children a sense of accomplishment helps them with control of their own environment. I feel learning with play benefits

Play also has other beneficial elements to it as well, like it reduces stress and conflicts. Because it has these beneficial qualities, therapist will sometimes use it to help children cope with the difficulties in their lives. There are also different types of play that children participate in. The first type is sensorimotor and practice play. The book defines this play as “behavior by infants to derive pleasure from exercising their sensorimotor schemes” (Santrock 500). During this play they are exploring their environment and surrounds and learning how things work. They will sometimes participate in practice play, which is where they repeat a behavior over and over again until the master the skill they are working on. Practice play does decrease with age because the child has usually mastered it by then. The next type of play is the pretense/symbolic play which is when “a child transforms aspects of the physical environment into symbols” (Santrock 500). This type of play usually takes place between 9 to 30 months old and this is when they start using their imagination to play pretend. This is an important type of play because it helps children develop cognitive skills like balancing social roles, testing reality-pretense distinction, and role taking abilities (Santrock 500). Social play is the next type of play and it is simply just how children interact with their peers. This play could be conversations, games, and actual physical play. Next is constructive play and it is a “combination of sensorimotor/practice play with symbolic representation” (Santrock 500). This play usually takes place in preschool and elementary aged children. This type of play for example is drawing outlines of objects instead of just smudges with their fingers. The last type of play is games, an obvious type of play for children. This play is defined as “activities that are engaged

Reggio Emilia is an approach developed in the 1940’s and is based around the child initiating it’s own early learning. It states that children will follow their own interests, which will be fostered and developed through support from teachers, parents and the wider community. It tells of how children explore and express their own ideas in lots of different ways and all should be noticed and

I fully support the Reggio Emilia Approach model which was found by Loris Malaguzzi. This model became associated with mainstream educational practices in 1945 when the first parent-run preschool of the common people opened in Reggio Emilia, Italy. The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. I enjoy the fact that this is a child –centered educational program that features working with art.

The Reggio Emilia (RE) school of child-centered learning grew out of the concrete realization that too many schools that rely on routine learning practices fall short of meeting important educational needs. The earliest RE schools were started by Louis Malaguzzi, who was literally confronting schools in Italy where children were starving and struggling with the poverty of war while being given the benefits of a community committed to educational excellence (Early Education Support, 2006:2). He and others were also beginning to recognize that the structured development ideas of others like Piaget didn't do justice to the "hundreds of languages of understanding" the children actually comprehended as they sought to put order to the world around them (Biddle, n.d.:4; Marling, 2012:9). The RE model thus developed to make it possible for teachers and parents (and even the larger community) to work together to be "co-researchers" and facilitators of an education that could realistically feed the curiosity of each individual children (Kedzlie, 2007: 10).

Everything a child learns is learned through play. It is essential to a child's development. Playing is experiencing and it is through experience that children learn.

The play space is not school, and whilst learning may be an important playwork priority, what is even more important is how the child learns and whether s/he retains control over prioritising what is learnt. Play is a process of trial and error in which the error is as valuable to learning as is the success. Within playwork we generally define play as behaviour which is 'freely chosen', 'personally directed' and 'intrinsically motivated' (Hughes, 1984). The definition is seen as having authenticity by playworkers because it recognises not only the child-centredness of play, but its experimental nature (Eibl-Eibesfeldt, 1967, 1970). (Hughes, 2001, p. 97)

The Reggio Emelia approach is an educational philosophy, based on the approach that an environment of trust and wonder fosters creativity (Abbot and Nutbrown, 2001). Teacher Loris Malaguzzi and parents in the village developed the approach in the northern Italian town of Reggio Emilia in 1945, where it was believed that after World War Two, children needed a new way of learning (Rinalidi, 2012). In 1963 a network of educational services including the first preschools for children aged three-six opened. In 1970 the first infant toddler centres opened for children aged three months-three years (Gandini, 1996).

Introduction: Early Childhood is an important stage of children’s life. By interacting with people around (each other and the adults), children explore and make sense of the world around them. A successful early childhood curriculum should fulfill children’s need to give children rich experience at the most important developmental stage of their lives. This paper will critically discuss, compare and contrast High/Scope, Reggio Emilia to Te Whariki, at the end of this paper the author will talk about own philosophy of early childhood education.

The Reggio approach to education respects the individuality of the child, his strength and capability and innate curiosity about the world around him, the environment(p31). The Reggio Emilia curriculum(p31) is generated based on the interests of the child, encouraging the child to initiate his own learning in an environment conducive to exploration and discovery. The ideas for the curriculum emerge naturally from the questions raised by the child in an

When children engage in play, with varied materials, objects, people, and ideas they can explore their environment with confidence, and make connections with their social and natural worlds. (Fellowes and Oakley, 2014). Additionally, it is extremely important that we keep the children engaged, ensuring they are immersed in a positive experience, and in turn will allow the children to have a positive attitude towards learning and literacy (Fellowes and Oakley, 2014). As Fellowes and Oakley state that through play children “wonder, explore, think, create, imagine, make decisions, problem solve, interact and work cooperatively with others” (Fellowes and Oakley, 2014). All these are key experience children