This definition places the child at the centre of the activity and highlights the usefulness of play. It also raises questions about an adult’s role if a child is to be in control. Play is essentially a learning experience. It has an important role in social, language, cognitive, emotional and physical development of children. Play can be divided into many categories in the context of an educational setting two main groups seem to be evident, free play and structured play.
Unit 48 Promote creativity and creative learning in young children Outcome1.1 Analyse the differences between creative learning and creativity. Creative learning is about imaginative thinking and problem solving, and to see how children are involved in their own learning and ability to make choices and decisions. This can be achieved through providing a creative environment through play and pairs them for their creative efforts. Creativity is about play and exploration, by allowing children to explore and express themselves through different ways like music, dancing, drawing, painting, and making things. Outcome 1.2 Explain current theoretical approaches to creativity and creative learning in early childhood.
Children’s play is a skill in which the therapists have mastered due to their use of play on a daily basis. Furthermore, the play environment is one in which they feel safe and comfortable. As adults use verbal communication as their direct way of self-expression, children use play as their form self-expression. I had once read somewhere that “toys are a child’s words and play is their language.” I believe that is an excellent description of a child’s world. Play therapists believe that the best way to diagnosis and treat children’s emotional and behavioral issues is to engage children in imaginary play, as children play out their daily life experiences through their most utilized and comfortable form of self-expression, which is play.
The plan-do-review process is the most important segment of the daily routine in which children make choices about what they will do, carry out their ideas and plans while playing in the different areas of the classroom, and reflect upon their activities and experiences with adults and other children. This cycle aims to help play become meaningful. The plan-do-review process fosters children’s development of initiative, reflection, problem solving, responsibility, and they can see themselves as individuals who can act on decisions. Children experience the power of independence and are conscious of their intentions which support the development of purpose and confidence. At planning time, teachers create opportunities for children to choose activities, materials and people whom to interact with, adults and other children.
The “child’s play” that goes on in the toddler class is an opportunity for children to create, discover, and experiment. When play is supported and allowed to emerge, the toddler begins to learn about a variety of concepts that lead inevitably to intellectual curiosity and development. The Toddler class engages students in activities that promote development of the following skill areas: Creative: The art area is a wonderful opportunity for children to express their imagination and individuality, and it also develops fine motor skills and reading fundamentals in the process. Children learn to identify shapes of letters in personal drawings, differentiate foreground and background (i.e. learn about color by mixing paint, talking with the teacher
help each child enjoy their learning and make progress towards the early learning goals. provide a balance of adult led and child led activities that help children to think critically, play and explore and be active and creative learners. have good expectations for children and enthuse and motivate them. plan for individual children, taking into account their culture and background, including any children with special educational needs and/or disabilities, those learning English as an additional language and those who achieve beyond what is expected to ensure that you are offering an inclusive service and that each child receives an enjoyable and challenging experience across all areas of learning. support each child in their learning and work with parents and carers as partners in children’s learning and development.
(Katz & Chard, 2000, p. 2)” The two essential elements of the project approach are “child-centered activities” and “social reconstruction”. Child-centered is means that enables children to follow their interests and fascinations. That is spontaneous learning method that they can learn about practical information and a theoretical framework through the process of developing a project in group. This learning-method leading developmental objectives: physical, cognitive and language, affective and social and aesthetic development (Guide to the Pre-primary Curriculum,2006, p.17). Phases 1: Beginning a project Children are leading learners but no only received information.
It is critical to link his theory to practice as it encourages/allows children to communicate with other children using their social skills which they have developed and allows children to build self-confidence. This theory shows us that the child’s social and emotional development/skills will increase as they learn from others when interacting. (Meggitt et al, 2012) As we use the theories above to plan activities/lessons we “Ensure that every child, young person, adult or learner is given equal of opportunity to access education and care by meeting their specific needs.” (Meggitt et al, 2012,
Play is the work of children – through play and interaction, children learn how to walk, reach, talk, listen, read, and write. In all societies there are typical behaviours of emergent and beginning readers, and how each of these behaviours relates to reading and writing. “For a small child there is no division between playing and learning; between the things he or she does ‘just for fun’ and things that are ‘educational.’ The child learns while living and any part of living that is enjoyable is also play”. ~ Penelope Leach (psychologist and author). The child see that communication is fun and a part of play and so learns that language is fun, and plays and works to acquire literacy ands numeracy.
Pestalozzi argues that play can benefit children very much. Children who play receive advantages of developing: universal learning skills, creativity and imagination, relationships, self-esteem, a natural love of learning, a basic trust in the world. References: Cameron. C, Moss. P (2011) Social Pedagogy and Working with Children and Young People.