Her approach to early education was developed around schemas. She believed “a pattern of repeated actions. Clusters of schemas developed into later concepts” Another key element of Tina Bruce Theory is ‘free flow’ play. She believed children learn better from first hand experiences, developing rules and props, freely chosen activity, rehearsing recent learning or celebrating learning, imagining the future, pretending and co-ordinated ideas and feelings. Tina Bruce’s theory was put into practice with the twelve features of play, some of these are: • Children make up their own rules while they play.
Play provides children with opportunities to develop social competence through ongoing interactions. Play interactions help children understand that other players have perspectives different than their own. Make-believe permits children to learn about their social world and to try out new social skills. Play facilitates the understanding of cultural roles and to integrate accepted social norms into their own personalities. Preschool is a great opportunity for young children to be able to interact with other children their age.
Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations. To provide high-quality experiences for young children we should aim for a balance of one-third adult-directed activities and one-third child-initiated activities. The other third of the time should ideally be taken up by child-initiated activities that are then picked up on and supported by an adult – these are opportunities for ‘sustained shared thinking’ to take place. Children learn through first-hand experiances and activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live.
I explained how important I believe the Let’s Play initiative would be for children to get out and have physical play with friends or family at the playground. DPS stated that this program is not only for children, but for older children as well, so that they can partake in different sport and not have to worry about getting equipment and other items needed if they could not afford it. This is wonderful to me! The historical, biological, environmental, cultural influence has been explained. Above, I stated why the topics should be addressed and how important it is for children to have organizations to help better themselves, by being healthy, social, a developing the skills that they should by having open play and encounter with parents, friends, teachers and families.
Local streets, estates, green spaces, parks and town centres should be accessible for children and young people to move around in safety and offer places where they can play freely, experience nature, explore their environment and be with their friends. Children value and benefit from staffed play provision Children should have access to a choice of staffed facilities where children’s play rights and needs are the first priority, such as adventure playgrounds, play centres, holiday play schemes, afterschool play clubs, breakfast play clubs, toy libraries, play buses and play ranger services. Children’s play is enriched by skilled playworkers Qualified, skilled playworkers are trained to put children’s play needs at the centre of their work in a variety of settings, enhancing the range and quality of play experiences for all children. They are the best people to run staffed play provision for school-aged children. The role of the playworker is as important as that of any skilled professional working with children and should be respected and rewarded
Philosophy Statement I love being a part of a child’s growth and development. I believe children learn best through spontaneous, meaningful, safe play. I believe it helps them to grow and develop in a positive way. I believe this type of play helps their social skills, their brain development and their self help, just to name a few. Play promotes curiosity, discovery, and problem solving, which helps develop a positive self image for the individual child.
Unit 51: Support the Creativity of Children and Young People 1.1 Benefits of creativity for the wellbeing of children and young people. In the Early Years Foundation Stage (EYFS) booklet, shows children and young people workers on how to improve the quality of care and education for children from birth to the end of their first year in school. In one part of the book it covers the areas of learning and one of the main ones out of five others is called Creative Development. In the EYFS booklet it says “Children’s creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-okay activities, mathematics, and design and technology’ Statutory Framework 2.17.
It is about enjoying and learning from the process rather than an end result. It is useful for many reasons, Developing confidence, developing relationships, team work and concentration. 1.2 Explain current theoretical approaches to creativity and creative learning in early childhood. There are many theoretical approaches that aim to explain creativity and creative learning. Most theories of child development view young children as highly creative with a natural tendency to fantasize experiment and explore their physical and conceptual environment.
Through play a child learns about himself and the others around him which in turn teaches him how to deal with others in the wider world. Cognitive perspective is a significant part of early development. For example playing, playing helps children to learn the skills necessary to effectively take part in their world. It also offers children with natural opportunities to connect in real and meaningful
It is generally recognised as being an essential part in children’s growth and development. This understanding of play is the reason why play environments and activities are provided in the early years curricula and foundation stage. By providing this environment it encourages children to learn through play. Physical, cognitive, language, social and emotional development are all affected by play, which is why it is so important. We need to make sure that a range of play opportunities are provided to encourage this, and ensure that we provide materials that are stimulating and attractive, whilst encouraging children to make choices and to take responsibility for their play.