Play Based Curriculum Essay

How have your beliefs about how children learn changed since taking this class? (If not why not?)

The nature of play is to do with the indoor and outdoor environment, this includes all activities such as, swimming, forest school, running and climbing trees, playing with dolls, building activities. There are many more activities that are indoor and outdoor play. Children

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.

 zone of proximal development. To reach the target that child need lots of help and not steps which are to big as this could knock there confidence. Another stage Vygotsky has is ‘the importance of play’ he believed that play provides essential skills to improve their social, personal, and professional activates. This means that children can play and do things beyond what they can do in real life- such as play mums and dads, pretend to drive a car. Though play they talk to each other and pretend they are in a different world with only their friends. Play is another way they can reach the zone of proximal development. Reconstruction is another stage which means child experience the same situation again and again as they grow up. Each time they have this experience they can deal with it at a higher level. This means

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

This is an important issue due to the parents’ motivation in raising children as well as the enormous care. Parents feel the sense of responsibility towards their children’s better health and development therefore want the best possible care for them. One method of child’s development is unstructured play which allows them to freely play how he or she wants. Play differs in its meaning across time and culture so it does not have a sense of partiality (Cohen, 2006). The allowance of children to play for their improvement is that genuine that it is regarded an ideal for each children in the United Nations High Commission for Human Rights (Ginsburg, 2007). The relationship between unstructured play and the development and wellbeing of a child

There are numerous theories of play and countless theorists, from Freud and Spencer to Piaget and Vygotsky, who have studied play in relation to what it is and what it does for the child. This essay will outline the definition and value of play and the importance of how it can foster the child’s learning in regards to these theorists who studied the effects in great detail. It will discuss the how the environments constructed by educators can impact play and the theories of learning relating to the quote “play and learning are inextricably woven together ...” Ebbeck and Waniganayake, 2010, p. 5).

The terms “play”, “learn” and “teach” are commonly used in the early childhood sector. This essay attempts to define and interconnect these terms to produce a holistic understanding of how play can be used as a medium to help children learn.

Play has many definitions as far as children are concerned. Play is the engagement and enjoyment in recreational activities that are spontaneous. There are many psychologists that have tried to figure out the term "Play". Stanley Hall believes that every person will go through the same development process, which has been followed on from the age of evolution, and he believes that play is part of this process. Another psychologist Herbert Spencer decided that play was just a way of working off excess energy that we may have and which keeps us much calmer. Smart and Smart decided that play is what any child will do in any spare time that they have when they are not doing the usual parts of their daily life, such as eating, sleeping and learning.

In the case of play, there has being a long time, been misunderstood as the opposite of work or something not serious. Actually, using play to mentor children does not mean the curriculum is not professional and beneficial. In contrast, it means cherishing children and respecting the nature of learning at their age. In fact, play is essential for children’s development and for their learning life skills. Pramling & Fleer (2009) suggests that there is no standard definition for play, it is more like an attitude of mind, play could be viewed in its broadest sense as describing almost all the activities that young children engage in. In this essay, I briefly describe the value of play and how play relates to children’s learning and

There is a part in the handbook, learning and teaching play. Play involves the holistic child, from the physical, psychological, intellectual, social, and emotional. Either by working independently or group work. Play is now a big part of the curriculum as doesn’t just help with the teaching side, but it also gives the children a way to relax and be themselves, and to express their feelings or what is going on in their life through play. (http://ccea.org.uk accessed on 29th November 2016)

Play, a four letter word that encompases so many ideas. There are several different forms for play accessible to us all and not prohibited by your age. Do you want to build a snowman? The question brought to us by the Disney movie, Frozen. This question brings about a mental image, as well as offers an invitation to participate in object play. Frank Wilson wrote a book titled, The Hand, within the pages he shares that the more people are able to use their hands to learn, the stronger their problem solving skills become. Another form of play is body play, “the spontaneous desire to get ourselves out of gravity” (Brown 2008). Have you ever just needed to move, because you have sat for too long? Try standing up in your office, or bathroom stall if you want to not be a distraction to others around you, stand up and jump up and down five times and see how you feel. This movement will get the blood flowing again, breaking up the lethargy of your day.

The relationship can be considered as being paradoxical but is very obvious. According to Tulloch, player freedom and game rules are far from the opposite; surely they are all the more gainfully comprehended as connected components of a similar procedure (Tulloch, 2014). Games incarnate the actual structure-game connection of other play activities, where play emerges like an open space of move into more stiff structures. It gives them a special status as games are so formalized. When creating a game, a set of game rules are forced to be designed as well as game materials that are an expansion of rules (Wardrip-Fruin, Harrigan and Crumpton, 2006). The relation between game and play is that, when players set the system of a game into motion, play appears. Play is the inverse of rules. Rules are stated, inflexible, restricted, and unequivocal. However, play is improvisational, uncertain, unconfined and inventive. The bizarre association of play and rules is one of the captivating paradoxes of

When was the last time you played a game? Not for exercise or as part of an office team-building day, it is just for fun. Play is nature training for our life. Everyone is among the sea of eager faces to play. When we talk about play, the first thing we will think that the right of play is only a child does. Play may allow the children to use their creativity while developing their imagination, physical and emotional strength. Play is easy to recognise in children and animals such as chase. But what does it looks like in adults? How we play is "as unique to an individual as a fingerprint". Play could be simply goofing off with friends, sharing jokes with a co-worker, building a snowman in the yard, playing fetch with pets, a game of charades at a party, or going for a bike ride with your friend with no destination in mind. You can play on your own or with a pet, but for greater benefits, play should involve at least one other person and away from the sensory-overload of electronic gadgets.

Play Education is the most important activity in the lives of children. Play is the foundation of learning for young children. For children play, is how they begin to understand and process their world? The best part for children is that play is fun and this keeps them always wanting more because they enjoy participating in it. Play education is for children up until age 12. And different ages are broken down into groups. Giving the child time and some few basic toys can provide them with a variety of valuable learning opportunities. It is important to let children explore and learn how to play, if the child can’t seem to figure it out then a person can guide them. Play Education is simple and very effective; this is an individual