Unit 8 E2

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Playing and learning in children’s education E1/A In (appendices 1), the Nursery World article written by Fisher. J (2012) talks about how the role of the practitioner should plan for a balance between adult –led learning and child –led learning. This means that the adult needs to observe children closely to see how they are developing. When the practitioner stands back during child-led play, they can gain lots of information about a child, how they use their environments and resources. This helps to meet their learning needs if the practitioner then uses this information to plan the next steps. I think that this approach is good because when practitioners plan their resources carefully, this allows the children to make their own connections…show more content…
His theory underlined the contribution to learning made by others. He also believed key ideas in a classroom then became conversation, play and opportunities to follow interests and ideas. In (appendices 4) Tina Bruce’s theory is ‘free flow’ play she believed children learnt better from developing rules and props and freely chosen activities. Her approach to early education was developed around schemas. She believed “a pattern of repeated actions. Clusters of schemas developed into later concepts” Media reports have an influence on the way children play because news reports that are on the television and in newspapers will make parents not want to let their children leave the house because of what may be happening in surrounding areas. Technology will also restrict children from playing, this could be because of game consoles or television programmes. This is because children are more interested in playing on the latest games and watching their favourite television programmes this will cause obesity in children because they will not be getting the required amount of exercise…show more content…
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. • Children role play and pretend to be other people. For example, if children are playing and one is sat on a stool and says she is the princess in a castle a practitioner cannot tell the child that she is not a princess and only sat on a stool. • When children play they show their skills and competencies. See (appendices

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