As Part Of My Pgce Early Education, I Have Been Instructed

Play is satisfying to the child, creative for the child and freely chosen by the child.

It was in 1996 that the first UK curriculum was introduced which was called ‘Desirable Outcomes’. Within the document were learning outcomes to be achieved by all children by the age of five and being a centralised system, an inspection scheme was also introduced. In this article Soler and Miller (2010) highlight how these changes were perceived to be shaping the early childhood curriculum from the outside rather than from within the early childhood community.

Play is an activity which is chosen freely, is motivated and directed from within each child. Adequate space for children to play and a wide variety of play materials, can be crucial in the development of children (Goldstein, 2012). Therefore it is so crucial for children to continue to learn. In early childhood education, play is particularly valued and embedded in the curriculum. The

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

This assignment will be exploring how the key messages of the Foundation Phase are applied throughout all aspects of the curriculum. It will analyse childhood theorists’ sentiments about the Foundation Phase, the notion of play in learning, both indoor and outdoor, and Personal & Social Development, Well-Being and Cultural Diversity.

In conclusion, it can be seen that free play in the pre-school level does have more advantages and disadvantages. Free play helps children develop physically, emotionally, and cognitively. Free play occurs in different forms but each benefit the child. Whether it be fine motor play, gross motor play, situational/ symbolic, and social play. Free play helps children develop self –confidence in themselves, it also provides growth socially for children to interact with many children. It also promotes cognitive thinking, meta language skills, and developing imagination skills. Free play is truly a vital component in pre-school’s it should not be ignored or taken away from children. Educators should focus towards more free play when possible. These

It is necessary for children to play. Play-based learning can lead children to greater opportunities such as social, emotional, and academic success. “Play is a powerful tool for self control and self regulation which has shown to be a predictor of optimal early future success in life.” Through play, many children learn about themselves. As they play, they develop a sense of social cognitive and emotion skills. It brings out their creativity and they develop self-confidence, a sense of leadership, language skills, persistence and a positive self-image. “As they play, they learn to problem solve and how to get along with others.” (Jane K. Frubose, 2008). Play encourages children to learn and grow. It also encourages them to use their brain in different ways, cooperate, and take turns. At home, parents are children’s playmates. “One of the best ways that children learn and develop both at home and during school is through play. Especially in the early years of a child’s life is essential for discovering and understanding the world around them.” (Barbra, M.B, 2011). “Studies show that children’s time is well spent during play experiences, which is why many educators refer to play as “work of

Over the past few weeks through numerous discussions, debates, the use of videos, documentaries and even experiencing some play ourselves we have looked the many different issues within early childhood and analysed these through a number of different perspectives and theories. Throughout this essay I will reflect on how my thinking has changed and been shaped by these discussions over these few weeks and how this new knowledge will impact my future regarding children and the approach I may choose to take when working with them. This essay is primarily a focus on the key person who work with a small number of children and will be there to help not only when they first start school but throughout their time together and who also inform the child’s parents of how they handing school life, any progress they have made since starting and any problems they seem to be having. I will discuss my own personal thoughts and feelings towards this role in a children’s setting and whether I agree that this is necessary in helping children adjust to the school environment and encourages the child’s development not only educationally but socially as well.

To add to this, it can be an advantage for children to play away from adult supervision, for example playing outdoors without the adult over the child’s shoulders constantly disrupting their play. Through this, a child can obtain independent mobility, in which they can explore the environment on their terms and create own identities (Armitage, 2004). This could be an implication for early years practitioners, as part of their job role in early years is to supervise all the children within the class, therefore adult supervision is needed within the early years when children are playing outdoors.

Pedagogy may be defined as the practice of teaching (Siraj-Blatchford, 2004). Within early years the aspirations are learning in a holistic non compartmentalised way where play, first hand experiences and talk are the principal means of learning, where children’s capacity to explore and imagine for themselves is nourished by open ended invitations to engage with the world, and where observation of individual children is the key to developing both curriculum and pedagogy. Scotland has begun to implement a cultural shift where the child is an active agent of his or her world and leaves them confident and competent. Within early years education in Scotland the key to learning is through exploration, creativity and play and so any pedagogy must

This essay introduces the definition of play, its importance in early years. It also makes us understand the different contributions made by theorists in enhancing our understanding the value of play. It also examines the implications of play on children and early childhood services. We also discuss the origin and role of child-initiated play in a child?s early years.

It is important for children and young people to choose and explore play spaces for themselves because it enables them to show their individuality and preferences and to grow in confidence. By making any choices, they have considered their preferences and are reflecting their own interests which in turn allows the play setting an insight into the child’s interests. Also the children and young people will be more engaged if they have self-chosen as it is interest based.

The notion of play could be perceived to encompass any form of ludic activity and is a crucial element pertaining to early childhood years. It is an acknowledged fact that, if presented with the choice, both children and adults would like to play. However, the assumption originally launched by Piaget still endures, namely that play is "indicative of immature functioning, a developmental 'stage' that children go through, and that if this is successfully transcended they will then be ready for formal schooling, with little need for any more play in order to learn" (Moyles, 2005, p. 61). Nothing can be more erroneous. In fact, play may be considered the ideal means for young children to directly explore their outward environment together with their inner selves, then draw meaning from these experiences and use them to develop on multiple levels (Bruce, 2006, p. 129).

Play is an important part in a child’s learning experience as children learn best from being actively involved and experimenting. The Foundation Phase wants practitioners to recognise that children learn through first-hand experiential learning in an environment that is relevant to a child’s interest. Hall, N. and Abbott, L. (1992) support this as they suggest “not only is play beneficial but also

In the following article, I read two incrediably informative opinions about childs play. After reading the two arguements, ive come to the conclusion that free form, creative play is the way to go.