Meaning of Play and Playful Pedagogy
Discuss about the Play and Learning in Early Childhood.
Play helps in providing opportunities to the children of learning and it can help them in discovering and creating. In the event of the children playing with the other children they can create social groups that enable them in challenging the thought of others. Playing can help the children in building new understanding (Casey 2010). This report discusses about the meaning of play along with playful pedagogy. It also throws light on play continuum and the role of the adult in that of children’s play. It also elaborates on the significance of taking the perspective of the children and its importance in playful learning.
The learning environment can help in enriching the lives along with identities of the children. The environment that can help in supporting learning should be vibrant that will be responsive to the abilities of the children. The learning environment should be flexible that can help in catering to the learning capacities of the children and it can help the children in contributing ideas. Play can help in providing the children with the supportive environment in which the children can ask questions and solve the problems (Perry, Dockett and Harley 2012, pp 154). Playful pedagogy can expand the thinking of the children and it can enhance their desire of knowing. Playful pedagogy can lead to the promotion of positive disposition towards that of learning (Robinson et al. 2018). Play based pedagogies can help the teacher in interacting in a playful manner with the children that can play a pivotal role in shaping the curriculum outcome without making use of the formal approaches. The playful pedagogy can help in the co-construction of play between the educator and the children. The play-based pedagogy prove to be creative and they prove to be innovative in relation to both teaching along with learning (Ebbeck and Waniganayake 2016).The childhood educators can adopt various roles and use strategies that can help in supporting children. Playful pedagogy helps the children in engaging in sustained shared conversation that can help in extending the thinking process of children.
Learning in motion can help the teachers along with their families in grasping the idea that the process of learning is dynamic. In the event of the children constructing the play situations they do not want to master knowledge along with skills. The learning outcome can be mediated with the aid of the play process. It has been found that when the children play they cross the subject matter boundaries that is created by the adults. This can specially prove to be useful for the children with language development problem as they can learn in an effective meaning while playing that the traditional classroom cannot provide them. Playing can help them in conveying their feelings and emotions and they will feel more comfortable of communicating within a group van (Oers 2017). The playful activities can help the children in building the disciplinary knowledge along with critical thinking skills (Ebbeck and Waniganayake 2016).They can help the children in exploring and making connections (Casey 2010). In playful learning, children can try out new ideas and test the different theories. It can help the children in exploring the social relations and enable them to take risks. According to Vygotsky, greatest achievements of the child can be achieved with the help of play. The mode of playful learning can help the children in relaxing and challenging- the state of mind that can prove to be conducive for learning (Robinson et al. 2018).
Play Continuum and the Role of Adults in Children’s Play
Play can be defined as a mental leisure activity that is undertaken for the purpose of enjoyment and it does not have other alternative. Play can considered to be those activities that can help an individual in reaping behavioural, social along with the psychological rewards. The Planning for Play framework lays stress on the thinking ability of the student at the time of play so that they can make the differentiation between things. In this kind of play, the teachers discuss one aspect of a thing and then relate it to the other things that can enable the children in learning while playing (Drake 2013). The play phase lays emphasis on the teacher guiding the learning by making use of open questions and they co-construct the knowledge with that of the children. Play in the pure form can be described as something that will require open-ended planning along with an emergent curriculum. Play proves to be useful for the educators and it can help them in overcoming issues related to theoretical complexity. The adults observing the activities of the children and introduce activities that gives rise to playful learning (Ilgaz et al., 2018).
It can however be said that playful learning within the ambit of school can become difficult. It has been found that formidable tensions are there between that of playful learning and the manner of structuring of education in schools (Ebbeck and Waniganayake 2016). There are differing opinions regarding playful learning practice along with their understanding in relation to nature of the play. The thing that is playful for an individual may not be playful for another individual. Play can be viewed as the central pathway in relation to learning and there can be a short supply in relation to resources like time along with space. There are some educators who think that play is an off-task and encouraging the aspect of playful learning can go against the educational policies that lay stress on covering the curriculum (Fleer 2013).
Play can help in providing developmental along with educational benefits. Play forms to be an important part of the early development of children. Playing can teach the young children regarding communication that can sharpen their mind and help them in the arena of problem-solving. The early games of childhood can lay the foundation of formal education pertaining to the children (Howard and McInnes 2010). The early years of life can help in shaping the future course of the children. Play can open the road for brain development and it can help the children in evolving as intelligent individuals. The teacher or the instructor acts as the play continuum who helps the children in engaging with that of their own learning. The initiation of the children in the play can be carried out with the help of the adults who can act as a facilitator in guiding the children that can help them in their development. The hands-on exploring of the materials can provide benefits to the children and it lays importance on the aspect of creativity along with independence of the children. Different kinds of materials like cardboard box and wooden blocks can be made use of facilitating the learning of children. The teacher can facilitate the learning of the play by taking recourse to objects of nature and this can help in spontaneous learning of the children (Kangas et al. 2017). The play continuum plays an important role in facilitating playful learning in the children and it helps the children in developing knowledge along with skills with the help of play. The adult’s role is important in relation to planning for play as it can help in guiding the children that ca aid in their development.
Creating Supportive Learning Environment through Play
The adults should help the children so that they can engage with that of their own learning. There are different kinds of adult roles that can facilitate the play of children within the continuum. The adult can act as a spectator in which the adult acts like an appreciative audience but does not take part directly. The adult can also take up the role of a stage manager who helps in setting the environment and takes part in organization of the resources. The adult can act as a co-player within which the adult acts like an active participant. The adult takes up the role of a play leader who exerts influence at the time of co-playing and takes steps that can help in extending the play of the children (Emond 2018). The appropriateness of the roles will be determined by the setting along with pedagogy. Freedom forms the core in relation to playing and the place in the continuum should be taken into consideration when determining the learning experience.
Children can learn with the help of different kinds of expression and hence due consideration should be given to materials along with resources. Planning will require observation and relationship building. There are many kinds of primary schools within which knowing children forms the key and play-based learning is prioritised in this kind of case. Observation forms the core in understanding the ideas along with interests of the children. The educators should plan the appropriate curriculum that can help in satisfying the diverse needs of the children. There are different kinds of observational methods like structured and structured that can help in identifying the interests and motivates the children (Bowdon 2015, pp 33). Observation is not solely an important aspect pertaining to successful planning but the children should be talked to and listened to for their perfect development. Different ways can be made use of that can help to capture the views and opinions of the children. This can include the videos, photographs and the learning stories. This kind of teaching technique can greatly help the autistic children along with those children who have got language problems to grasp the concept and they can enjoy themselves in the act of learning. Cognitive reorganization along with improvement of abstract thinking can be facilitated with the help of playful learning. In the event of a play based curriculum adult work with the children for the construction of knowledge along with meaning. The adults can involve in co-construction of knowledge with the children and they should emphasize on the aspect of meaning. The children can act as the authors pertaining to the learning and the teachers adopt the role of a co-learner. Reflection along with sustained shared thinking can help the teacher in acquiring deep understanding (Petre and Richards 2014, pp 42). The children should not only be collaborative with the adults but also with the other children that can help in their development. The educators should give birth to a thinking environment that has a culture of trust along with respect innovation. The educator should be able to provide an environment that promotes the aspect of equality and ensure the aspect of attentive thinking.
Benefits of Playful Learning for Children
The two roles that are crucial in relation to play for planning are that of teacher as the observer and teacher as the co-constructor. I have used the role of teacher as listener because I think that it can prove to be useful in gauging the interests and skill sets of the children. The observing can help the teacher in framing the right curriculum that can help in satisfying the diverse needs pertaining to the children. I developed the emergent curriculum and it can help in building the knowledge of the children. The interests of the children should be taken into consideration that can help in bring about all-round development of the children. Another role that I have made use of in relation to Planning for Play is the creator of the thinking environment or the co-constructor. Children acted in a collaborative manner with the adults that can develop the ability of the children to analyse things and help them in the arena of problem solving (Mariani and Ackermann 2016).
The children have different perspectives in relation to the play and due consideration should be paid to this aspect that can help in bringing about improvements to the knowledge along with skill sets of the children. There are some children who conceive of play to be a enjoyable business and who conceive of play to be synonymous with fun. There are some children who hold the view that the activities that are boring cannot be considered to be play. There are other children who think that play can help in making the learning easier. There are others who are more interested in the play mates rather than the actual activity of playing. The children want to be with their friends and it can have a great influence in relation to the participation of children within the play. There are others who think of play in terms of their everyday activities (Howard and McInnes 2010). The children have differing perspectives in relation to work and play and it is important that due consideration should be paid to their perspective that can help the children in learning in the effective manner.
The children have the right to be heard like that of an adult and the teacher should be respectful of the individual differences in relation to the intellectual level of the students. There are students with disabilities like the autistic students and the teacher should be respectful to these students. There are others who have language development issue and the curriculum should be framed after taking into consideration their individual requirements and need (Fleer 2013). The teacher should interact with the students so that he can know about their knowledge and capabilities and deliver knowledge on the basis of their abilities. The teachers act as carrier of various kinds of ideas regarding what would account to be a “good perspective” on that of children. The experiences along with manner of expression of the children should be listened to for the development of the children in early childhood. It is important to create conditions for authentically gaining the voice of the children as it will enable the children to realize their full potential and the planning of the curriculum will be on the basis of the learning needs pertaining to the children. The development of the emergent curriculum that helps in building what the children already know on the basis of their interests (Petre and Richards 2014). The conditions should be created for gaining the voice of the children as it can help in making the thinking of the children visible that can aid in the process of collaborative learning in playful pedagogy. It is important for getting perspective of the children because the interests of the children can vary and it is necessary to understand that the playful activity is amusing for the children that can keep them engaged and help them in their development.
Challenges of Implementing Playful Learning in Schools
Conclusion
Play can provide various opportunities to the children that can help them in the act of creation. Play can provide children with supportive environment that can help the children in solving problems and asking questions. Playful pedagogy can play an important role in broadening the process of thinking of the children and it augments their knowledge. Playing can help the children in providing lessons in relation to communication and it can provide a strong foundation in relation to future learning of the children. During the act of playing, the children can form collaboration with the children along with the adults which can play an important role in developing them. The educators should pave the path for a thinking environment that can establish a culture of trust within the learning environment.
I have learnt in the course that environment plays a crucial role in developing the children in the early years. I have learnt that the different kinds of activities can help the children in learning in an effective manner. Play can help in expressing the uniqueness along with personality of the children. I have learnt that play can help in making connection between experience and that of new learning. I have learnt that play can play an important role in stimulating the sense of well-being in the children. I have learnt that viewing the children like that of active participants can open up possibilities for that of the educator. The educators should respect the unique qualities pertaining to the children that can help the children in effective learning. The practices of the educators can have an important effect in relation to the success of their learning. I have learnt from the course that the adults can play the role of a facilitator or a planner that can help the children in the aspect of learning in the early years. I have learnt that observation can help the educator in judging the abilities of the children and the adult should act as a co-player for helping the children in learning. The educator should organize the props that can prove to be useful for the children. I have learnt that adults can co-construct the knowledge with the children so that they can understand the meaning of the difficult concepts. I have learnt in the course that the children are the authors pertaining to their own learning and the teacher taking up the role of a co-learner can help in the early learning of the children.
References:
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Casey, T., 2010. Inclusive Play: Practical strategies for children from birth to eight. Sage.
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Perry, B., Dockett, S. and Harley, E., 2012. The early years learning framework for Australia and the Australian curriculum—mathematics: linking educators’ practice through pedagogical inquiry questions. Engaging the Australian curriculum mathematics: perspectives from the field, pp.153-174. Available online at: https://researchoutput.csu.edu.au/en/publications/the-early-years-learning-framework-for-australia-and-the-australi
Petre, M. and Richards, M., 2014. Playful pedagogy: empowering students to do, design, and build. In Informatikkultur neu denken-Konzepte für Studium und Lehre(pp. 41-54). Springer Vieweg, Wiesbaden.
Robinson, C.E., Treasure, T., O’Connor, D., Neylon, G. and Harrison, C., 2018. Learning Through Play: Creating a Play-based Approach Within Early Childhood Contexts. Oxford University Press.
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