Play-based learning has been defined as “a context for learning through which children organise and make sense of their social world as they engage actively with people, objects and representations” (DEEWR, 2009). Playing is one of the most important parts of a child’s development phase. The characteristics of play include active where children use their bodies and minds in their play, communicative where children will share knowledge of their play with others, enjoyable where they will be able to have fun, meaningful as plays help them to build and extend their knowledge and sociable and interactive as when playing they will need to interact with others. Playing also allows children to interact with adults and this exchange of ideas between children and adults in play contexts influence children’s continued motivation in the experience. As children develop, the skills, values and knowledge they have gained from plays will provide the foundations for the next phase.
There are considerable benefits of play for children’s learning across all areas of learning. Play is often associated with the development of intellectual skills and understanding. In play experiences, children integrate emotions, thinking and motivation that boost effective brain functioning. Children often use their imagination when playing and this enables them to develop complex cognitive or intellectual processes. The development of cognitive skills, including dispositions for learning, memory and thinking
to a predictable pattern in which maturation and learning play important roles.
So, cognitive development is the progressive changes in intellectual growth which takes place from birth to maturity, as the children grow, they show signs of having a theory of mind, including awareness of their own thought processes.
The mind of the child starts to grow as soon as he is born. It develops as he learns, learning promotes cognitive development. Learning is one of the most important cognitive abilities
Constructivism Learning Theory
Constructivism learning theory is a philosophy which enhances students' logical and conceptual growth. The underlying concept within the constructivism learning theory is the role which experiences-or connections with the adjoining atmosphere-play in student education.
The constructivism learning theory argues that people produce knowledge and form meaning based upon their experiences. Two of the key concepts within the constructivism learning theory which create
Design-based research (DBR) is a new research methodology which evolved in the 21st century to form a connection between research and practice in formal education. DBR had created an increasing interest in education research. Educators design and use DBR to make education research become effective practice. DBR focused on theory building and the development of design principles to guide, inform, and improve both practice and research in educational contexts. The author of the article reviewed eight
children’s social and cognitive development is scaffolding. Scaffolding generally refers to the process through which adults facilitate children’s learning by enabling them achieve a level of ability beyond the child’s capacity at the time (Scarlett, 2005). This essay will discuss how scaffolding facilitates and supports meaning making in children’s play. First, the essay will briefly introduce the concept of scaffolding and its importance in children’s development. The essay will then explore various
competence
2. CLT enables learners to use the language for meaningful purposes in authentic situations. Learning language forms are not the aim of the approach, but to enable them to engage in authentic interactions
3. Fluency and accuracy activities complement each other as is seen in the underlying communicative techniques.
4. Students are expected to use the language naturally and in unrehearsed contexts
It’s important to engage students in doing some communicative practices. Richard (2006) explained
Unit EYMP 1 Context and principles for early years provision
Unit EYMP 1 Context and principles for early years provision AC: 1. 2 M
EYMP1 A2: Different approaches
Indentify four different approaches to working with children and record these in the table below. Explain how each approach has influenced current early year’s provision in the UK
each cultural or community will present a difference in meaning and practices. With those differences comes an opportunity to understand and interpret others’ perspective. Language like many other developmental processes occurs in a social-cultural context. Although language development is a characteristically described as a natural process. The rate in which kids acquire it is on a continuum and is dependent upon the child. The numerous ways in which the socio-cultural factor and language entwine incorporates
the benefits of learning through play, it is important to grasp an understanding of Huizing (1950) states that if an activity is fully absorbing, includes an element of uncertainty and involves a sense of illusion then it is play. Groos (in Hyder, 2005) argued that play is a means through which children make sense of adult roles within society. According to Piaget (1969) play is a way for children to unify experiences, knowledge and understanding. Vygotsky (1966) considered play to be important for
Introduction
Human learning is a complex and dynamic process such that there is no one definitive definition of learning; yet, there is a shared definitional assumption that learning is “a long-term change in mental representations or associations as a result of experience” (Ormrod, 2012, p. 4). That is to say, learning can be defined by the description of how human experience takes place (Shuell, 1986).
In this regard, I view that human experience takes place through the interaction between individuals
individual learn. It says that individuals develop their own comprehension and information of the world, through encountering things and considering those encounters. Constructivism is a theory on realizing, which recommends that individuals get learning by encountering things and in conjunction with information that they as of now have, "develop" their own comprehension of these things (Piaget, 2016).
Constructivism encourages the learner to be active regarding how they learn, take information