Play And Pedagogies In Early Childhood Education Assignment Sample

Pages: 11 Words: 2841

Part 1 - Play Space Design

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Figure 1: Design of play space

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Part 2 – Learning Experience Plan

Part 2 – LEARNING EXPERIENCE PLAN

Aim/objective

Through the process of a play-based investigation of nature, this learning opportunity attempts to promote the overall development of children ages 3-5. Their intellectual, interpersonal, physical, and emotional skills are to be improved through hands-on instruction in natural environments.

The outcomes based on EYLF:

? Children are involved in their surroundings and make contributions to them. Children establish a sense of interconnectedness with their surroundings via the study of nature (Turdimurodov, 2021). They interact with natural resources, discover living things, and gain knowledge about how crucial it is to respect and value the environment.

? Children are engaged learners who are self-assured. Children are encouraged to actively participate in their learning through play-based activities. Through practical examination, artistic expression, and active engagement in conversations, they develop confidence (O’Keeffe, et al 2021). Their capacity to explain and communicate their experiences is strengthened by their thought session.

Rationale

As indicated by research, openness to nature goodly affects a youngster's psychological turn of events, inventiveness, and general prosperity. This instructive movement keeps up with the standards of learning through play, which recognizes that children learn best when they effectively investigate and interface with their environmental elements (Bers, 2019).

Setting and timing

The learning session will be conducted in a suitable outdoor play space, like a garden or playground with a natural theme (Arnott, & Yelland, 2020). The event will run roughly 60 minutes, giving kids plenty of time to fully engage in all of the activities and experiences.

Timing

Procedure- how you will implement this Plan

Considerations- space, time, supervision

Environment:

Resources/materials required

Teaching Strategies/ Pedagogical Approaches

10 minutes

30 minutes

10 minutes

? Introduction

At first, the children should be introduced to the idea of creatures, plants, and the surroundings in a quick talk of nature.

? Facilities for The exploration process

The teachers can set up various discovery areas, such as an interactive garden, an insect observing spot, and an area for nature painting (Keenan, & Hot Mess, 2020). Small groups of kids will rotate around various stations, participating in tasks like planting seeds, watching insects, and making art that is influenced by nature.

? Group discussion

The teacher should bring the kids together to discuss their observations (Bascopé, Perasso, & Reiss,2019). They can ask them open-ended questions that will encourage them to share what they learned and how the activities made them feel.

? A Perfect Gather

The educational event can be wrapped up by the lesson with an educational circle, a song about nature, or a tale about the day's adventure.

It can be assured that the area chosen for the introduction speech is suitable for comfortably gathering all the kids. It needs to be somewhere where everyone can clearly hear and see the teacher.

Each discovery area must have enough room for small groups of kids to participate in activities without feeling congested throughout the exploring process. Every child should have enough time during the group discussion to present their observations.

Supervision is especially important throughout the exploration process when kids will rotate in small groups across various discovery locations. For actions like planting seeds utilizing art materials, the educator should be there to encourage and mentor each group (Bascopé, Perasso, & Reiss,2019).

The resources used organic materials like greenery, stones and timbers to create a play area that is inspired by nature. To ensure an uninterrupted continuation of operations, the area is carefully arranged for the exploration stations.

? Planting supplies and tools

? Magnifiers for seeing bugs,

? Art tools (such as paint, leaves, and twigs) for creating works of nature art.

? Mats or pillows for the closing circle and reflection.

The educator can engage the children by asking them queries like, “What do they know about the natural world?” Also “Can they identify certain plants or animals?” And “Which season or day time do they like or love?”

The purpose of this section is to build anticipation among the children.

Play-Based Education

This type of learning process can encourage the children's curiosity and inventiveness by helping them explore and learn via hands-on activities.

Inquiry-based education

This learning system can promote children's curiosity and sense of discovery by encouraging them to make observations and ask questions (Bascopé, Perasso, & Reiss,2019).

Social interaction

This can create activities and games that help kids work together and communicate, improving their social skills.

Suggest possible further learning ideas:

Seasonal Studies

It can extend the lesson by talking about how both animals and plants adapt themselves while the children explore how nature changes with the seasons.

Journals of Nature

The educators can create an association between literacy and outdoor activities by introducing the idea of nature books for continuing observations (Nguy?n, 2022).

Parental Engagement

This strategy can plan a day of gardening or a family excursion to the outdoors to involve parents in their children's education.

For children ages 3-5, this learning experience plan incorporates the principles of play-based learning, maintains relevant theories and rules, and presents a rich, nature-focused experience.

PART 3 Written Statement

The EYLF (Early Years Learning Framework) and other fundamental early childhood theories, as well as research findings and EYLF principles, serve as the foundation for the design of the play-based educational program for kids ages 3-5 (AGDE, 2022). This thorough explanation tries to support the design choices chosen by making direct connections to theoretical frameworks, related research, and the material presented in the unit textbook.

Constructivist Theory of Piaget

Kids effectively associate with their environmental elements, assembling their insight into the world through investigation and commitment, as opposed to being uninvolved buyers of data, as indicated by Piaget. This is reliable with the possibility that schooling is a dynamic and dynamic interaction. As per Piaget, youngsters fill mentally in stages, including the period of the sensorimotor turn of events (0-2 years) and the formative stage (2-7 years). While the preoperative phase involves the birth of symbolic language and mental development, this phase of development is distinguished by a concentration on sensations and motor activities. Direct interaction with the environment was considered by Piaget to be the main driver of cognitive development (Hanfstingl, Benke, & Zhang, 2019). This approach requires a lot of active experimentation, object manipulation, and practical experience. Deep knowledge of Piaget's Constructivist Theories guided the design decision to organize the learning process around exploration stations. The exploration places display the principles of Piaget's significant theory to create a rich and appropriate educational environment for kids ages 3-5 by offering chances to engage in active engagement, coordinating with developmental stages, fostering intellectual growth, and encouraging experimenting.

Sociocultural Theory of Vygotsky

The sociocultural theory of Vygotsky emphasizes the importance of social contact in learning. This notion guides the team's reflections and closing circle exercises, which acknowledge that children acquire not just via independent inquiry but also through group experiences and debates. Children can express their views, ideas, and emotions in group situations, which promotes language growth and social skills. The design recognizes that learning can be improved by shared experiences by gathering kids for group reflection. Observations, ideas, and emotions expressed by the kids become social constructs when they are shared with the group. This supports Vygotsky's focus on the social component of learning. As indicated by Vygotsky, language is a fundamental instrument for the development of the thought process. Kids have a stage to make sense of their perceptions, share their perspectives, and have significant communication in a gathering setting. As kids learn to express their ideas and make connections between their experiences, this helps develop their language skills. The decision to incorporate discussion groups and closing circle activities was made with Vygotsky's Sociocultural Theory in mind (Alkhudiry, 2022). It acknowledges that education is not limited to independent study but rather flourishes in a setting of social engagement, where kids may work together to create meaning, improve their language skills, and improve their social skills. For children ages 3-5, this sociocultural approach enhances their overall educational experience and promotes a helpful and cooperative atmosphere.

Psychosocial theory by Erikson

The early years are crucial for forming a child's perception of self and independence, according to Erik Erikson's psychosocial theory. Erikson claims that during this time, the stage of liberty as opposed to guilt and uncertainty is particularly important. Erikson's theory is perfectly compatible with the play-based learning experience since it offers a favourable environment for the emergence of an awareness of freedom (Sun, & Sun, 2021). Activities that promote independence in children include things like gardening and making art as part of the educational process. The experience encourages a key component of Erikson's theory —developing a feeling of self-assurance and competence—by enabling them to make decisions in choosing seeds, determining where they should put them, or communicating themselves via art.

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Making a Connection Between Learning Experience and EYLF Outcomes

The EYLF (Early Years Learning Framework) outcomes are consciously incorporated into the design of the educational experience, stressing the overall development of children ages 3-5.

The group discussion and introductory elements have been carefully planned to support Outcome 1. Open-ended questions throughout the introduction empower kids to express their feelings and opinions, promoting self-expression and self-awareness. Building a solid sense of identity starts with this early engagement. The group reflection helps kids further develop their own identities by giving them a place to voice their individual thoughts and experiences. Children who actively participate in talks get a greater understanding of themselves as well as how to respect and value the different identities that are present within the group.

Children are involved in and connected to their world, according to Outcome 2. Outcome 2 is directly aligned with the development of exploration stations like the sensory garden and insect hunting area. Children can interact with the world of nature at these stations, developing a sense of connectedness to the natural world and other living things. Children are actively contributing to their awareness of the surroundings as they sow seeds and watch insects (Ward, 2022). These exploration areas' hands-on activities foster a sense of accountability and respect for how interdependent all living things are. Children who take part in these activities start to understand their responsibility for showing affection and support for their larger community as well as the environment.

Children are engaged and self-assured learners, according to Outcome 4. The learning process' emphasis on play is closely related to Outcome 4. The learning process fosters a sense of agency and interest in children by giving them opportunities for active participation in activities like sowing seeds and making art. The activities' exploratory and open-ended design encourages motivational factors and self-directed learning (King, 2019). Children are encouraged to take chances, make decisions, and investigate their interests as a result, which fosters a strong sense of trust in their capacity as learners. Children are empowered to actively participate in their learning through the hands-on investigation at the many stations, creating the foundation for a lifelong enjoyment of learning.

The Relevant Research and Literature

Play-based education

The systematic review demonstrates that educators agree that play has a favourable effect on children's development. Play-based learning promotes holistic development, which includes the mental, emotional, social, and physical domains, according to numerous research. ECE instructors are aware of how play fosters imagination, problem-solving abilities, and intrinsic motivation. In order to maximize learning results, play activities should be guided and supported by teachers in accordance with the literature. However, difficulties like the stress of performing well in class and the need for assessments are also acknowledged (Bubikova-Moan et al. 2019) The literature as a whole highlights the crucial part that play-based learning plays in designing developmentally appropriate and interesting learning opportunities for young learners.

Nature-based education

An expanding collection of research demonstrates the good effects of exposure to nature on numerous elements of human well-being, as shown by the research review on nature-based therapies for enhancing health and wellbeing. Concentrates more than once show that focusing on normal settings assists with lessening pressure, advancing emotional wellness, and incrementing general prosperity. Meditations situated in nature have been connected to expanded actual work, worked on cardiovascular wellbeing, and a lower opportunity of creating persistent sicknesses. Openness to nature has been connected to more prominent close-to-home control, consideration of recuperation, and mental execution. The literature highlights how these therapies serve a variety of functions, meeting both psychological and entertainment requirements (Shanahan et al. 2019). The assessment also acknowledges the inclusion of nature-based therapies, which benefit people of all ages and backgrounds. The literature as a whole emphasizes the many beneficial effects of nature-based therapies, suggesting their acceptance in public health efforts to improve people's overall well-being.

Sociological approaches for learning

The developing influence of this teaching technique on students' comprehension of intricate social ideas is highlighted in the literature review on a successful social constructivist approach. The literature, which has been rooted in the philosophy of social constructivism, emphasizes the value of creating a collaborative educational setting where students are actively involved with historical and contemporary issues. The social constructivist method fosters critical thinking abilities, empathy, and a greater understanding of many points of view through promoting conversation, group discussions, and collaboration on projects (Shah, 2019). According to studies, students gain a deeper comprehension of social studies subjects when they actively participate in creating their own learning through conversations with peers and real-world projects. The review highlights the fact that social constructivist teaching methods are more than just memorizing exercises; they also enable students to query, evaluate, and synthesize data, preparing them for civic engagement. Within this framework, tactics such as incorporating technology, learning through projects, and inquiry-driven approaches appear to be beneficial. The literature emphasizes the teacher's function as a facilitator, assisting students in their inquiry and enticing them to draw parallels between historical incidents and current problems. A social constructivist strategy in class that successfully enhances children's social awareness, intellectual abilities, and a lifetime interest in civic engagement in addition to improving academic performance.

References

Journals

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Bascopé, M., Perasso, P., & Reiss, K. (2019). Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability, 11(3), 719. [Retrieved from: https://www.mdpi.com/2071-1050/11/3/719/pdf] [Retrieved on: 24.09.2023]
Bers, M. U. (2019). Coding as another language: A pedagogical approach for teaching computer science in early childhood. Journal of Computers in Education, 6(4), 499-528. [Retrieved from: http://oped.educacion.uc.cl/website/images/sitio/formacion/estudios/marcos/pensamiento%20computacional/Bers_2019_Coding_As_Another_Language.pdf] [Retrieved on: 24.09.2023]
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