What Are Subdivided Flat? Essay

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.

Play is the way children learn and is a word that is used to describe the different activities behaviours that children participate in, this would concur with “Vygotsky’s (1978) social constructivist theory that suggests that play promotes both mental and social development for children” (cited in Goulding, 2016, p16). Early childhood educators such as Froebel and Vygotsky have always promoted the importance of the outdoor learning environment. According to Vygotsky (1978), children learn through interacting with the environment and through social interaction with others. Social constructivist theory, believes play is important for the growth of a child’s cognitive emotional and social development and

Modern-day, stresses and nerves – and, it ought to be said, an open-air world which truly is less youngster amicable than ever before – has prompted a hazard opposed a culture that discovers expression in oppressive well-being and security arrangements which neglect to measure the advantages of a given movement against the dangers included. Suppliers of kids' play areas, in a similar manner as numerous open administrations, are in dread in case of even minor scratches. So they progressively blunder in favour of alert, putting intensely in effect retaining surfaces and gear that thoroughly meets well-being gauges yet regularly needs genuine play value.Free and unstructured play in the outside lifts critical thinking abilities, centre and self-restraint. Socially, it enhances participation, adaptability, and mindfulness. Enthusiastic advantages incorporate diminished animosity and expanded happiness.Children will be more quick-witted, better ready to coexist with others, more beneficial and more joyful when they have normal open doors for nothing and unstructured play in the out-of-entryways. In a current study a third of kids believed that there was a leaf that can soothe a nettle sting; as per the review, more than seventy-percent of the youngsters that participated in the research have never climbed a tree. Abominable! Ask anybody more than forty to relate to you their most loved recollections of adolescence play, and few will be inside. Less still will include a grown-up.

The current framework is relation to inclusive play for 0 to 5 years is The Early Years Foundation Stage. The EYFS framework and guidance states that every children can join in play and learning activities at the level that they are able to do so. A good way for early year’s settings to develop inclusive play is to consider the entitlements and needs for each child in their early years setting and to work with practitioners to build up resources to meet those

The relationship between play and learning seems obvious to many child professionals and parents, and yet there are still lack of understanding surrounding the importance of children's play. Some people believe that children need to "work" not play, and that playing serves no useful purpose in a learning and development environment. This is surprising considering that play, with its high levels of motivation and potential enjoyment empowers children (as well as people

Whatever age group or setting you are working with, you must plan an environment that encourages the development of the whole child. First of all you think about the different settings that children and young people aged 0-16 years may experience. These settings have both indoor and outdoor physical spaces that need to be considered. The layout of the physical environment is your team’s responsibility and contributes to giving each child positive outcomes in their learning, and development. The available space will influence the way the furniture and equipment is set out.

“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 methods were completed by interviewing child-minder’s and giving parents questionnaires to get their opinions on role play and the house corner. It was found that there are mixed views regarding role play,

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,

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).

In addition to play promoting pleasure as well as physical activity, play forms the holistic growth in children’s development, or to put it in another way using Brown (2003) acronym, acknowledged as ‘SPICE’; play represents the ‘social interaction’; ‘physical activity’; ‘intellectual stimulation’; creative achievement and emotional stability, (with the addition of “compound flexibility”) in a child’s development. Compound flexibility is the idea that a child’s psychological development occurs using the relationship between his/her environment with the adaptability of the child himself. Thus the flexibility of surroundings and his/her adaptableness can provide children the means to explore; experiment and investigate (Brown, 2003, pp. 53-4). On the contrary, the absence of social interaction and physical activity through the means of play can inhibit children’s overall development and without the consistency of play children suffer a “chronic lack of sensory interaction with the world, [which leads to] a form of sensory deprivation” (Hughes, 2001, p.217 in Lester and Maudsley 2006).

As they children are playing in the block play area they are able to develop in their social developmental domain as they learn to communicate with each other as they take turns with the blocks and other materials. The children will learn how to play in different types of play, such as solitary, parallel, cooperative, and associative play. As they are building the children can ask questions, and have discussions with their peers or with an educator. The children will learn how to respect the property of the block play area, and other children’s space as they are building.

With the expansion in technology, children are hastily becoming more and more inactive. In the past century, kids would play outside from sunrise to sunset. Little did they realize, that playtime served