The Central Concern Of The National Curriculum

“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

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.

Provisions made in school are to support very young children from key stage 1 for the whole of the United Kingdom; the concept is that young children learn through play than formal learning. Play is seen as an important for a childâ€TMs learning.

Why does England have a National Curriculum for primary education? To what extent does the National Curriculum 2014 for English, mathematics or science reflect current theories of teaching and learning?

According to Directgov (2012), “the National Curriculum is a framework used by all the maintained schools to ensure that teaching and learning is balanced and consistent.”

With this children will learn various social skills such as treatment in encountering conflict that will enable them to become virtuous members of society (Goodwin, 1999, p.29-34). This is what the national Curriculum aims for (Department for Education, 2014).

Contrary to the popular belief that play-based curriculum isn’t sufficiently academic, play isn’t just fun, leisure, and games. In fact, there are several different types of play that children engage in, each of which help them grow in a different way. Play is a key factor in a child’s cognitive, social, and physical development, as well as the development of important communication skills. As an instructor, my role is to be a facilitator of play by providing children with appropriate materials and sustaining a safe and ideal environment where children can play comfortably.

Play has been defined as a dynamic process that develops and changes as it becomes progressively more varied and complex. Play is considered a crucial facilitator for learning and development, and reflects the social and cultural contexts in which children live (Christie, 2001)

The early years learning environment is dominated by a play- orientated pedagogy. That is, a child’s learning is enhanced in an environment where there is an equal balance between child and adult initiated activities. The role of the practitioner is to create this balance while planning for the activities to incorporate the statutory framework.

Our society as a whole has begun to drift away from this idea and the ones who suffer due to this are the children. There is just no way to replicate the benefits that play provides. It plays such an important role in developments progression. The main characteristics of play that were covered throughout this assignment were stages, influences of culture, personal framework, challenges, current research, an example based on expanded instruction, and the ways in which each part works together in order to create cognizance, aptitude, and complete development in

According to Directgov (2012), “the National Curriculum is a framework used by all the maintained schools to ensure that teaching and learning is balanced and consistent.”

The Early Years Learning Framework describes play as a “context for learning” in which children make sense of their world (DEEWR, 2009, p.9). Play is essential for learning and development as it provides opportunities for children to express themselves creatively, construct new understandings, and develop relationships (Undiyaundeye, 2013). Play supports the student’s developmental domains such as; social, language, and creativity, cognitive, emotional and physical development. The National Quality Framework acknowledges the educator’s role as facilitator, in which they respond to student’s ideas, play and use intentional teaching to extend and scaffold each student learning (ACECQA, 2013, p. 40). Vygotsky’s socio-cultural theory describes learning as a social activity, in which the child’s social and cognitive understanding is constructed through social interaction (Duchesne et al., 2013; Arthur et al., 2015). He believes that play occurs in a socio-cultural context and provides ‘Zone of Proximal’ development for a student in which they can behave beyond their age and act in ways that are not typical of their daily behavior. The educator at pre-primary structured the classroom to support and encourage interaction, for instance, the home corner, which consisted of multiple dining chairs and a range of resources for dramatic play. The pre-primary teacher took on the role as onlooker and mediator during the children’s play, interrupting their play to manage behavior issues,

More than two out of five (42 percent) college students are not adequately prepared by the education they received in high school. The National Curriculum aims towards core skills and key learning areas. Also, it haven’t been modified in over 20 years, and everything in life is steady transitioning, becoming more effective in the real world. Going through grades 1-12, allows students to accept the fact that life continues to get more stressful, but doesn’t realize everything they’re learning concepts that aren’t beneficial in the real world. Schools don’t prepare students for life in the real world, how well it fits in with other policies and strategies, and Should there be a National Curriculum; these are question everyone asks.

The importance of play has been a long debated topic in elementary schools across the United States. There have been numerous research studies conducted to discover if play is effective or not. Psychologist Lev Vygotsky 's theory of cognitive development posits that information from the external world is transformed and internalized through language.  Since language is both a symbolic system of communication and a cultural tool used to transmit culture and history, play is an essential part of both language development and a child 's understanding of the external world (Bodrova & Leong, 2010). Children have dialogues with others when they engage in play, which enhances cognitive development.

Play is usually a natural activity in early childhood and has significant importance in early childhood special education. Play assists in enhancing the children social competence, creativity, language development, and their thinking skills. Play is usually the key vehicle for the developing of language, social skulls in young children (Rogers ET all. 2009). Moreover, it serves as a functional behavior which contributes to the life quality of the children. .