Why Do The Bears Go?

Playtime and Academics in Kindergarten Kindergarten, the most exciting educational time for anyone’s life. Every child’s dream of finally going to school and having time to play with children they just met. But now a days is playtime still considered a learning way for kindergarteners? Lea Winerman, writer of “Playtime in Peril,” explains how psychologists and educators have found research that young children in New York and Los Angeles spend less time on playtime when they are in kindergarten. Kindergarteners have been having way less playtime than twenty years ago, they barely have time to learn while playing.

Early childhood is a time of curiosity, a time for play, and a time of rapid development. Every child is unique and deserving of an early childhood education that facilitates academic, social, and developmental growth through a variety of enjoyable experiences. Differentiated instruction adapts content, products and processes to meet the diverse learning needs and preferences of students (Thousand, Villa, & Nevin, 2007). Friedrich Froebel, the creator of Kindergarten, believed that children grow and learn as they play (Bruno, 2009). Play-based instruction not only enables young learners to have fun, but it also encourages interactive and cooperative learning, passion for discovery, and a foundation for later learning experiences

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.

The provision made is about supporting young children for every country in the UK. It is based on the idea that young children learn through play rather than formal learning, as play is an important and successful thing in children’s early learning.

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

Did you know that play expands a child’s learning and development? Once parents understand that play is crucial in their child’s life then they can begin to help their son or daughter be the best he or she can be. According to Lev Vygotsky “play shapes how children make sense of their worlds, how they learn thinking skills, and how they acquire language.” After spending time at the Bombeck Center I learned that children play in many diverse ways, thus learning numerous new things within each center in which they interact. Lev Vygotsky along with Jean Piaget researched the need for guided social interaction as well as the necessity for spontaneous, self-discovered learning. The Bombeck Center focuses on a play-based learning curriculum to ensure a child’s ability to access social interactions and self-discoveries at the tip of their fingers.

“Early roots of play as a best practice for early learning was documented by Plato, a Greek philosopher, who insisted that play is considered a natural activity of childhood.”(Ingrid Crowther, 2011, Pg. 2) Early Childhood Education is a term that refers to educational programs that are devoted to children from birth to the age of eight. “Children of this age learn by exploring and investigating; therefore, their environment should support and encourage this process.”(Rebecca Isbell and Betty Exelby, 2001, Pg. 11) Early childhood environments should be attractive and exciting. These environments should allow children to work and play using proper resources, materials, and tools.

“Play is developmentally appropriate for primary-age children and can provide them with opportunities that enrich the learning experience” (Copple & Bredekamp 2009). Early childhood education holds two main focuses; a child-based focus and a family-based focus. Early childhood education has positive outcomes on the child through their learning experiences, and their growth and development. Based on the family, the results of early education happen through the communication that the family has with the educators and by the encouragement they get from within themselves, and also from the educators.

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 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.

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

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).

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

Play is the foundation stone of children’s healthy and productive lives (Oliver & Klugman, 2002) and is also a significant means of child’s learning and development (Zigler, Singer & Bishop-

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. .