Findings and analysis
The purpose of this study was to find out whether the ‘Implementation of free-flow play will impact on cognitive learning for children aged two to three in a private day nursery.’ This research was conducted through carrying observations and questionnaires to collect quantitative and qualitative data. To then correlate and create graphs and charts to display the results found. These charts and graphs will then help to show what was found from carrying out this research project.
The column chart (Appendix 7i) shows the staffs opinion to whether or not children have access at all times to the resources. Six members of staff picked no to children having access which resulted in 60% of staff. 30% of staff ticked yes and
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However, the other graph contradicts this as staff find that not all resources can be available, resulting in the children not having free-flow play.
Question five then leads on from question three as it asks; should play opportunities be structured, with learning intentions defined by the adult? The pie chart shows the quantitative results of the findings, five members of staff chose yes resulting in 50%, three participants chose no resulting in 30% and two chose both yes and no resulting in 20. In (Appendix 8ii) it displays all of the answers given by the participants for the reason for their answer. One participant states ‘We implement activities with learning interventions to suit individual children’s needs however, know that these are not set and the children will find their own learning and we may observe different learning which we can use to further learning and development in a continual cycle.’ This is supported by the literature review as Drake (2014) states planned experiences are a way to support learning and using children’s interests allows them to gain specific skills and knowledge Vygotsky (1934) agrees with Drake and the participant as children need support in individual development.
Question six: What other learning opportunities do staff provide? In (Appendix 8iii) it shows all the individual answers displayed. In (Appendix 7iiiiii) it shows
Every child is an individual – with different needs depending on their age and abilities. You must think about this when planning activities.
The practitioner in an early years setting supporting children’s play learning and development is extremely important, as play helps stimulate the child’s brain, supports their needs on an educational level, as well as helping them with social difficulties such as building relationships, developing them and helping them gain confidence. Many people believe that a child learns best when they are motivated, such as Fredrich Froebel. He believed that children benefitted from all types of play. The McMillan sisters believed that outdoor play was extra important as they studied children who played and slept outside and discovered that they were the happier and healthier children in comparison to those who only played inside.
As an early years practitioner you will recognise that children’s play is closely linked to their learning and development. Children learn in so many different ways but you will notice that they learn mainly through play. When children are able to do many different activity’s that allows them to lean but have fun at the same time thy will find what they are doing fun and will engage the children. It is important that when in you your setting you set up a variety of educational activity’s this way the children will be able to choose freely what they want to do.
10. Explain how play work organisations seek to balance the health, safety and security of the play environment with children and young people’s need for stimulation, risk and challenge. A play work provision
5.1: Explain the importance of play to children’s learning and development and the need for an inclusive approach.
The kids have access to all resources, eliminating (reducing) all possible barriers that may prevent any of them to enjoy of their self- directed freely chosen play.
“Current theories about inclusive play revolve around the idea that play is important for life and that all play workers should be committed to creating play environments that are inclusive and that offer multi-sensory experiences for all children. Play environments should ensure children and young people can become involved in imaginary play and can help develop motor activity. They should also allow interaction in a safe environment. Play is seen as the language that can bring children of all different abilities together. All children and young people have the same basic needs and go through the same development stages, even though they may not all go through them at the same pace: some go through some stages more quickly than most, while others may become static in their development for a while. None of this should prevent access to any setting. Through play with other children they develop social skills and learn about behaviour, communication and friendship. Play is the tool for practical learning
When learning becomes fun the teachers find it less challenging for trying to keep the child engaged in the activity at hand. The job of the educator working with a play-based curriculum is to facilitate play, to draw out and extend what children learn through play (Play Based Programmes, 2015). Children have a variety of play spaces available that mimic their regular world around them, each space can be intertwined with another centre such as combining the truck centre with the block centre, or adding in some zoo animals to the area. The play based approach can be used by children of all abilities, it allows children to play independently or as a small group, and allows the children the opportunity to bring their home life into their play.
The Early Years Learning Framework relates the importance of play to notions of belonging, being and becoming. It states that children make sense of their social worlds through playing with others (DEEWR, 2009). Article 13 of the UN Convention reads that every child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child (Connor, 2010). It is important to note that play has multiple approaches and that children’s play varies greatly according to culture, interests,
It is important that the early year’s workers provide appropriate activities and environments for children both indoors and outdoors. Children must have equal access to these activities and they must be safe and appropriate for the level of the children.
The centre aims to guide children in becoming effective learners through creating an environment that is both challenging and stimulating. In doing so, children are allowed the opportunity to “explore, identify, negotiate, take risks and create meaning” ("Early Childhood Australia", 2016) through guiding their own learning. The centre believes that by children engaging in quality play experience, they will be able develop the required skills needed to adjust in primary school and academic learning; these include “memory skills, language development and their ability to regulate their behaviour” (Bodrova & Leong, 2005).
This essay will outline the theoretical rationale for play in the development of young children. Boushel, Fawcett and Selwyn (2000:57) state, ‘Play is not easily defined...’ Play means different things to different people. Rubin, Fein and Vandenberg (1983) {cited in Hughes, 2010} suggest play should be intrinsically motivated, freely chosen, pleasurable, non literal and actively engaging. Play gives children freedom of choice, it allows them to lead their own learning, follow their own learning intentions and express themselves freely. There are many reasons that lead us to believe play is crucial for child
Play is inevitable when it comes to children. Given the right environment and objects (of any sort), children will find a way to play. Jarvis, et al state that educators must offer inspiring, playful environments which include hands-on activities and interesting resources. This will empower children to educate themselves (2009). Along the same line, Wood and Attfield consider that an environment inclusive of varied resources will provide room for growth in their learning and will support the child’s “creativity, inventiveness and originally” (2005, p.231).
Describe the ways in which philosophy, linguistics, and artificial intelligence have contributed to the development of cognitive psychology.
Alice Sterling Honig, author of an article “Play: Ten Power Boosts for Children’s Early Learning”, states that “children gain powerful knowledge and useful social skills through play” (p.126). Honig, who believes that play is essential for young children’s development, points out ten ways in which children can learn through play activity.