Good Early Childhood Curriculum is premised on play-based pedagogy
Henniger (1994) describes early childhood as a time when learning takes place primarily through play; Play based learning environments facilitate learning though stimulating the imagination, creativity and child’s the willingness to participate. The Early Years Learning Framework defines play based learning as a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations. A play based learning environment provides opportunities for children to learn
as they discover, create, improvise and imagine. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings. Play can expand children’s thinking and enhance their desire to know and to learn. In these ways play can promote positive dispositions towards learning. (DEEWR, 2009 p.15)
Play Based Learning provides a platform for social interaction to impact on cognitive development, Vygotsky (1978) suggests that through play children are able to role-play and experiment with the use of language resulting in a child who is competent in their language use and is developing the ability to regulate their own thought processes. Piaget’s (1945) theory of cognitive development supports the notion that play is a fundamental part of learning telling us children learn through exploring, questioning and experiencing the world around them.
While evidence suggests that play based curriculums can provide positive learning outcomes in the Early Years Classroom their implementation is not without challenges. These challenges include Time, Planning, and availability of materials to support play, environment as third teacher, risk/benefit and creating safe and secure environments.
For many educators playfulness is not something that comes naturally to overcome this educators must recognise that learning occurs in social contexts and that children’s knowledge and thinking is extended through play, interactions and shared conversations, this knowledge can be used to help find the correct balance between teaching and facilitating learning. Furthermore they must acknowledge that it is their role to build supportive learning environments where children can expand on their thinking, ask questions, solve problems and form new concepts. The EYLF (2009) tells us that it is the role of the educator to “recognise spontaneous teachable moments as they occur, and use them to build on children’s learning” (p. 15).
Most educators implementing a Play based Curriculum would agree that one of the major challenges which is faced is play not being seen as an accepted pedagogy. Standardised testing such as NAPLAN and the notion of school readiness being based on developmental milestones add further elements to this challenge.
In order overcome this idea educators must work to educate all stakeholders such as parents, principles and other teachers on the importance of play. This can be done by using theory, policy, curriculum documents and most importantly through practice. Ensuring that school readiness is achieved and that skills required in standardised teting such as NAPLAN are developed through intentional teaching strategies and making this learning visible to parents and other stakeholders.
Intentional teaching involves educators being deliberate, purposeful and thoughtful in their decisions and action. The EYLF tells us Educators who engage in Intentional Teaching “actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking skills. They use strategies such as modeling and demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving to extend children’s thinking and learning. Educators move flexibly in and out of different roles and draw on different strategies as the context changes. They plan opportunities for intentional teaching and knowledge-building. They document and monitor children’s learning”. (DEEWR, 2009, p. 15)
Play Based Learning provides a platform for social interaction to impact on cognitive development, Vygotsky (1978) suggests that through play children are able to role-play and experiment with the use of language resulting in a child who is competent in their language use and is developing the ability to regulate their own thought processes. Piaget’s (1945) theory of cognitive development supports the notion that play is a fundamental part of learning telling us children learn through exploring, questioning and experiencing the world around them.
While evidence suggests that play based curriculums can provide positive learning outcomes in the Early Years Classroom their implementation is not without challenges. These challenges include Time, Planning, and availability of materials to support play, environment as third teacher, risk/benefit and creating safe and secure environments.
For many educators playfulness is not something that comes naturally to overcome this educators must recognise that learning occurs in social contexts and that children’s knowledge and thinking is extended through play, interactions and shared conversations, this knowledge can be used to help find the correct balance between teaching and facilitating learning. Furthermore they must acknowledge that it is their role to build supportive learning environments where children can expand on their thinking, ask questions, solve problems and form new concepts. The EYLF (2009) tells us that it is the role of the educator to “recognise spontaneous teachable moments as they occur, and use them to build on children’s learning” (p. 15).
Most educators implementing a Play based Curriculum would agree that one of the major challenges which is faced is play not being seen as an accepted pedagogy. Standardised testing such as NAPLAN and the notion of school readiness being based on developmental milestones add further elements to this challenge.
In order overcome this idea educators must work to educate all stakeholders such as parents, principles and other teachers on the importance of play. This can be done by using theory, policy, curriculum documents and most importantly through practice. Ensuring that school readiness is achieved and that skills required in standardised teting such as NAPLAN are developed through intentional teaching strategies and making this learning visible to parents and other stakeholders.
Intentional teaching involves educators being deliberate, purposeful and thoughtful in their decisions and action. The EYLF tells us Educators who engage in Intentional Teaching “actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking skills. They use strategies such as modeling and demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving to extend children’s thinking and learning. Educators move flexibly in and out of different roles and draw on different strategies as the context changes. They plan opportunities for intentional teaching and knowledge-building. They document and monitor children’s learning”. (DEEWR, 2009, p. 15)
Informing others about the importance of play
Informative documents such as these can be used to educate stakeholders on the importance of play
This videos like this can help to demonstrate to stakeholders the explicit links between play and positive future outcomes.