User:Passionforbaking/Learning through play

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Definitions of Work and Play

According to proponents of the concept, play enables children to make sense of their world. Children possess a natural curiosity to explore and play acts as a medium to do so. In the book Einstein Never Used Flash Cards, five elements of children's play are listed:[3]


 * Play must be pleasurable and enjoyable.
 * Play must have no extrinsic goals; there is no prescribed learning that must occur.
 * Play is spontaneous and voluntary.
 * Play involves active engagement on the part of the player.
 * Play involves an element of make-believe.

Play-based learning programs
'''The Enriched curriculum is an educational program designed to enhance learning experiences for children. It incorporates elements of play-based learning, emphasizing skills like listening, concentration, and communication. This curriculum expands upon nursery education by incorporating both outdoor physical activities and indoor play within smaller group settings.'''

'''Some Critics worry that the enriched curriculum might not work for all kids, especially those from different backgrounds. They're concerned it might delay reading and writing lessons, needing extra resources, and not preparing kids well for later school. There's also a question about whether it meets the needs of different types of learners.' '''

Play-based learning programs include:

High/Scope is an example of a cognitive approach. The philosophy is that children should be involved actively in their own learning. High/Scope provides 58 Key experiences. In learning center time, they use a plan, do, review approach. This approach allows them to transcend the egocentric now while taking responsibility for directing their own learning. Adults working with the children see themselves more as involved facilitators of play rather than managing the play itself.[42] Creative Curriculum is an early childhood teaching approach that focuses on social/emotions development and focuses on project-based investigations as a way for children to apply skills and addresses the four areas on development: social/emotional, physical, cognitive, and language. Centered around following 11 interest areas: blocks, dramatic play, toys and games, art, library, discovery, sand and water, music and movement, cooking, computers, and the outdoors as reported by the what works clearinghouse and the US department of education. The Montessori Method emphasizes self-directed activity on the part of the child and clinical observation on the part of the teacher. The objective is to adapt the child's learning environment to his or her development level. This broad approach encourages children to learn through play.[43] Ontario Full Day Early Learning Kindergarten Program,[44] for 4- and 5-year-olds, is a school program consisting of exploration, investigation, guided and explicit instruction. Ontario Early Years Centres is a parent-child interactive program with a focus on play-based learning. Parents and caregivers stay with the child, and can obtain information about programs and services available for young children and their families.[45] The Reggio Emilia approach, which is based upon the project approach, has a vision of the child as a competent learner, and has produced a child-directed curriculum model. The curriculum has purposeful progression, and is based on emergent curriculum, but no defined teacher-directed sequence. Teachers follow the children's interests, and provide focused instruction in reading and writing within the parameters of the project that the children select. The Reggio approach believes that children learn through interaction with others (including parents, staff and peers) in a friendly learning environment.[46] Project Approach for preschoolers involves children in studies of things nearby that are interests them are worth knowing more about, is more teacher instructed, but based on the children's interest and works to introduce new vocabulary and allow informal conversation opportunity (Dfuss, 2019)

Benefits of Different Types of Play in Child Development

Free Play

'''Free play is observed when children engage in activities based on their preferences, making their own choices regarding what they do and how they do it. It often occurs spontaneously, is enjoyable, and encourages imaginative thinking. This type of play typically unfolds without specific rules imposed by adults, allowing children the freedom to explore, express creativity, and experiment with different approaches.'''

'''This type of play is believed to allow children to tap into their creativity and problem-solving abilities as they tackle different tasks and obstacles independently. It also offers them opportunities to express themselves and participate in imaginative scenarios, potentially boosting cognitive development and fostering positive social interactions with peers. Some research suggests that free play may nurture imagination and social skills, which are seen as important for overall growth (Weisberg, Hirsh-Pasek, and Golinkoff, 2013). '''

Examples of how free play might foster imagination include:

 ''
 * Playing to Learn Words: Some studies indicate that children from less privileged backgrounds may benefit from playful learning in vocabulary acquisition (Han, Moore, Vukelich, & Buell, 2010).''

'
 * Learning by Exploring: Research suggests that children may perform better academically when they receive some guidance while exploring independently, compared to being left entirely on their own (Alfieri, Brooks, Aldrich, & Tenenbaum, 2010).''
 * '''Shapes and Play: Studies have found that children may grasp concepts like shapes more effectively when they engage in playful activities (Fisher, Hirsh-Pasek, Newcombe, & Golinkoff).' 

Teacher-directed play
'''

'''This type of play allows teachers to lead structured activities to teach new concepts and skills. It promotes valuable learning opportunities, teamwork, following instructions,and cooperative learning among children. (Newbury et al., 2015; Gmitrová, Podhajecká, & Gmitrov, 2009)

Examples of how teacher-directed play is implemented:



 

Mutually directed play.
'''

'''Hope-Southcott(2013) and McLennan(2012), Introduce a type of play that entails collaboration between children and teachers in play activities, fostering learning through shared experiences and interaction. Additionally, encourage communication, negotiation, and decision-making skills while promoting positive teacher-student relationships and peer interactions.''' Examples of how mutually directed play is beneficial for both children and adults: 


 * '''Environmental Preparation: Adults set up the play environment with specific toys or materials to support learning. For example, a teacher might choose toys for a classroom activity, or a museum might design exhibits for children to explore.


 * '''Scaffolding Children’s Actions: Adults can help children during play by asking questions like "What do you think would happen if...". These questions gently guide children towards learning without rushing them.


 * '''Incorporating Objects: Adults introduce new objects during play to spark children's curiosity. For instance, they might say, "I wonder what would happen if you try using this one?" This lets children explore while still focusing on learning.

Play-based learning
Play develops children's content knowledge and provides children the opportunity to develop social skills, competences and disposition to learn.[31] Play-based learning is based on a Vygotskian model of scaffolding where the teacher pays attention on specific elements of the play activity and provides encouragement and feedback on children's learning.[32] When children engage in real-life and imaginary activities, play can be challenging in children's thinking.[33] To extend the learning process, sensitive intervention can be provided with adult support when necessary during play-based learning.[32] '''Play-based learning involves children actively engaging in their learning through firsthand experiences. It serves to motivate, stimulate, and support children in developing various skills, concepts, language acquisition, and concentration. Additionally, it fosters positive attitudes and allows children to demonstrate their understanding and application of recent learning, skills, and competencies'''.

'''In 2009, the DCSG highlighted the advantages of playful learning for young children, emphasizing their ability to utilize knowledge across various contexts and the diverse approaches practitioners employ to engage them in learning activities. Regarding planning for children's play, the guidance underscores the importance of creating conducive learning environments and allowing uninterrupted time for children to engage in play, while acknowledging that dictating play goes against its essential nature of choice and control.

'''Researchers, Kathy Hirsh-Pasek and Roberta Michnick Golinkoff suggest that children's play becomes more diverse and engaging when adults join in without controlling the play. This collaborative approach encourages children to lead the play, leading to greater cognitive development.'''. This collaborative approach, distinct from controlling, enhances cognitive development as parents follow children's lead.[3] Play is the language and currency of children.[36] There are several ways educators/parents/guardians can facilitate children's learning during play:[20][24][37]

Adults can role-model positive attitudes towards play, encouraging it and providing a balance of indoor and outdoor play throughout the year. When adults join in they should guide shape, engage in and extend it, rather than dictating or dominating the play. Orchestrate an environment by deciding what toys, materials, and equipment to be included in that environment. It is important to offer a variety of materials and experiences at varying levels of difficulty. The choice of materials is important, because it provides the motivation for children's exploration and discovery. Both indoor and outdoor experiences should provide exploratory centres and space. The play environment should allow children to make choices, and to explore play possibilities. The play environment should reflect the child's daily living experiences. Observe carefully as children begin to use the toys, materials and equipment. Observation is an ongoing process, providing information about the child's interests, abilities and strengths and opportunities for further learning and development. Observation helps identify ways adults can build on and guide the learning. Insinuate oneself carefully into the play activity Listen, repeat, extend and ask questions at the right time Extend children's natural observation by providing the language necessary to help children articulate what they see happening. Adults can promote play and opportunities for expansive discoveries; they can enhance (or facilitate) play by encouraging children to bring their interests and experiences into the play. The adults can ask questions, to expand and enhance play. Help children recognize the concepts that emerge as they grapple with the environment, make hypotheses, recognize similarities and differences, and solve problems Provide social knowledge while allowing children the opportunity to learn the physical and logico-mathematical knowledge that helps them understand the world around them.

'''

Impact of the COVID-19 Pandemic on Children's Ability to Learn Through Play
'''

'''The COVID-19 pandemic changed how children play and learn. Lockdowns provided more time for play at home, fostering creativity and family bonds .However, some children faced challenges. Families with financial difficulties or limited space struggled to provide engaging play experiences, leading to increased screen time, especially for disadvantaged kids, affecting their learning.The pandemic also disrupted traditional learning settings, like preschools, where play is crucial for young children's growth. Teachers were concerned about helping kids readjust to group activities and ensuring their safety during play .To support children, we must promote play-based learning by providing access to play spaces and encouraging creative play at school and home. Playworkers, who organize outdoor activities, are essential, especially for disadvantaged children'''.

'''The pandemic shows how important play is for kids' well-being, but access isn't equal. Investing in play-based interventions is vital for addressing mental health impacts. Also urging educators to make play a priority in schools and ensure every child can enjoy it is essential for children's development.'''

Notes


 * 1) This placement helps transition from discussing play-based learning to exploring the benefits of each type in child development. It's useful for educators and parents wanting to understand how play nurtures children's growth.
 * 2) 'Added examples of free play and how it helps the child's development of learning words, exploring, and understanding shapes.
 * 3) The Impact of the COVID-19 Pandemic on Children's Ability to Learn Through Play is a good addition emphasizing the critical importance of supporting play-based learning for children's development.

Reorganize Paragraph/sentence structure (Grammar)
'''

Definitions of work and play
 Play enables children to make sense of their world, as children possess a natural curiosity to explore and play acts as a medium to do so. '''

Definitions of Play
'''

'''In "Einstein Never Used FlashCards," five elements of children's play are outlined


 * Play must be pleasurable and enjoyable.


 * Play must have no extrinsic goals.


 * Play is spontaneous and voluntary.


 * Play involves active engagement.

'''
 * '''Play involves an element of make-believe.

'''Additionally, play is characterized by creativity and imagination. Creativity is evident in role play, construction activities, and other forms of imaginative play. Imagination allows children to create mental images related to their feelings, thoughts, and ideas, which they then incorporate into their play.'''

Researchers Beverlie Dietze and Diane Kashin in "Playing and Learning," seven common characteristics of play include:


 * Play is active.
 * Play is child-initiated.
 * Play is process-oriented.
 * Play is intrinsic.
 * Play is episodic.
 * Play is rule-governed.
 * Play is symbolic.

Notes''


 * 1) The phrase "According to proponents of the concept" was removed as it was unnecessary. The revised sentence reads: "Play enables children to make sense of their world. Children naturally explore their curiosity, and play serves as a medium for this exploration." for clarity and simplicity
 * 2) The text was made simpler by organizing it into clearer sections. Using bullet points for the characteristics of play,Discussing creativity and imagination separately,Introducing researchers' perspectives with bullet points and maintaining consistent formatting for clarity.
 * 3) The revised structure improves clarity by separating sections on work and play and maintaining consistent formatting. It also follows a logical flow and integrates additional information, resulting in a concise and organized summary.The additional details added to the characteristics of play include explanations of each characteristic,for example, "active" play involves physical or mental engagement

Grammatical Errors
Criticism of play-based learning[edit source]

Knowledge acquisition [edit source]

Forty years of research have shown a positive correlation between play and children's learning.[38] This has led many to conclude that play is beneficial for all learning. However, many such findings may reflect procedural knowledge rather than declarative knowledge.[39] It is not certain whether correlational research can prove or determine what degree of play is responsible for these advantages.[38] The assumption that children can learn declarative information, such as words or facts, simply based on evidence that children acquire skills in play cannot be made.[39] The true value of play is not that it can teach children facts, but that it can help them acquire important procedural knowledge, which is beneficial in acquiring declarative knowledge.[39] In play based learning environments, the classroom is where there are endless opportunities for children to engage in self-directed play and create their own  schemas, allowing the integration of affect and cognition.

Play-based learning
Play-based learning is an educational approach that supports children's development and learning. Through play, children can develop content knowledge, social skills, competences, and a positive disposition to learn. This approach is rooted in Lev Vygotsky's model of scaffolding, where teachers focus on specific aspects of play activities and offer encouragement and feedback on children's learning. Play can challenge children's thinking, especially when they engage in real-life and imaginary activities. Sensitive intervention and adult support can be provided during play-based learning when necessary.

Children learn best through first-hand experiences in play-based learning. This approach motivates and stimulates children while supporting the development of skills, concepts, language acquisition, communication skills, and concentration.It also offers opportunities for children to develop positive attitudes and consolidate recent learning, skills, and competencies. .

The DCSG outlined benefits of play-based learning in early childhood education. Playful children use and apply their knowledge, skills, and understanding in different ways and contexts. Practitioners also engage children in activities that help them learn and develop positive dispositions for learning.Practitioners should not plan children's play directly, as this can interfere with the choice and control central to play. Instead, they should plan for play by creating high-quality learning environments and ensuring uninterrupted periods for children to engage in play

According to researchers Kathy Hirsh-Pasek and Roberta Michnick Golinkoff, adults playing with children can positively impact the quality and variety of play.When adults join in, they guide and extend play without controlling it, which allows children to follow their own interests and engage in cognitive development more effectively. Play is the language and currency of children.

Here are several ways educators, parents, and guardians can facilitate children's learning during play.


 * 1) Model Positive Attitudes: Adults can encourage play by providing a balance of indoor and outdoor activities throughout the year. By participating in play, adults guide and shape the experience without dominating it.
 * 2) Create an Engaging Environment: Select a variety of toys, materials, and equipment to suit different skill levels and interests. This approach motivates children's exploration and discovery.
 * 3) Observe and Respond: Ongoing observation of how children interact with toys and materials can provide insights into their interests and abilities, guiding further learning and development.
 * 4) Engage Thoughtfully: Adults should carefully join in play activities without overshadowing children's initiatives, allowing children to take the lead.
 * 5) Extend Play: Listening, repeating, extending, and asking questions at the right moments can help expand and enhance play. Adults can provide the language needed for children to articulate their observations.
 * 6) Encourage Social and Cognitive Skills: By providing social knowledge and opportunities for children to explore physical and logico- mathematical knowledge, adults help children understand the world around them and solve problems.

By using these approaches, adults can create a supportive environment that nurtures children's natural curiosity and cognitive growth during play.

Play-based learning programs
Play-based learning programs encompass a variety of educational approaches that enhance children's learning experiences through engaging play activities. These programs emphasize the development of skills such as listening, concentration, communication, and self-direction.

Enriched Curriculum

The Enriched Curriculum is designed to enhance children's learning experiences by incorporating play-based learning. This curriculum combines outdoor physical activities with indoor play in smaller group settings to promote children's development.Critics have expressed concerns about the Enriched Curriculum, particularly its potential to delay reading and writing lessons, needing extra resources and its ability to cater to different types of learners.

Notable Play-Based Learning Programs


 * 1) High/Scope :is a cognitive approach that involves children actively in their own learning. It offers 58 key experiences and uses a plan-do-review approach during learning center time. This method helps children take responsibility for their own learning while adults serve as facilitators of play.
 * 2) Creative Curriculum: Creative Curriculum is an early childhood teaching approach that emphasizes social and emotional development. It uses project-based investigations to allow children to apply skills and addresses four areas of development: social/emotional, physical, cognitive, and language.
 * 3) Montessori Method: The Montessori Method promotes self-directed activity and clinical observation on the part of the teacher. This approach adapts the learning environment to the child's development level, encouraging children to learn through play.
 * 4) Ontario Full Day Early Learning Kindergarten Program: This program for 4- and 5-year-olds consists of exploration, investigation, and guided and explicit instruction.
 * 5) Ontario Early Years Centres: These centers focus on play-based learning through parent-child interaction. Parents and caregivers can stay with the child and access information about available programs and services.
 * 6) Reggio Emilia approach:is a child-directed curriculum model that follows the children's interests. It emphasizes purposeful progression and emergent curriculum without a predetermined teacher-directed sequence.
 * 7) Project Approach: The Project Approach involves preschoolers in studies of nearby topics that interest them. This teacher-instructed approach introduces new vocabulary and provides opportunities for informal conversation (Dfuss, 2019).

Classical, modern and contemporary perspectives
There are three main groups of play theories:


 * Classical Theories

Classical theorists such as Jean Jacques Rousseau, Fredrich Froebel, and John Dewey had a significant impact on changing societal views of childhood. They emphasized the importance of play in children's learning and development. These theorists promoted children's learning experiences through direct interaction with nature and life.

Classical theories of play also include concepts such as burning off excess energy, recreation and relaxation, replenishing energy after hard work, practicing future roles, and recapitulation theory. Herbert Spencer proposed that play allows humans to expend excess energy not required for survival.


 * Modern Theories

Modern theories focus on play's role in cognitive development. Jean Piaget emphasized how children construct knowledge through play-based stages of development, which has influenced many early childhood education programs. Fredrich Froebel's idea of play as 'serious work' aligns with modern perspectives on play's educational value. .

Modern perspectives also examine play's impact on a child's development. For example, Dietze and Kashin view the learner as an active constructor of meaning.


 * Contemporary Theories

Contemporary theories emphasize the role of social and cultural contexts in children's learning and development. Rousseau's work on children's rights and the need for protection due to their innocence is an aspect of contemporary perspectives.Dewey's view of the child as an active agent in learning also aligns with contemporary theories that focus on empowering children through play. .

Contemporary theories address the relationship between play, diversity, and social justice in daily life and learning. Children learn through their daily living experiences and are influenced by various contexts such as family, community, culture, and broader society. Lev Vygotsky concept of the Zone of Proximal Development suggests that children need activities that support past learning while encouraging new challenges. Social engagement and collaboration with others can transform children's thinking. Urie Bronfenbrenner highlights the impact of the person-environment relationship on child development (Khuluqo 2016,Bodrova & Leong 2015).

Criticism of play-based learning
Knowledge acquisition

Research over the past forty years has shown a positive correlation between play and children's learning, indicating that play can benefit children's education. However, some findings suggest that play may be more closely associated with procedural knowledge(skills and strategies) rather than declarative knowledge (facts and information) .Correlational research alone cannot definitively determine the extent to which play influences learning outcomes. While play can help children develop important procedural knowledge, which can later support the acquisition of declarative knowledge, the relationship between play and declarative learning is not yet fully established.

Pretend Play: Creativity, Intelligence, and Problem-Solving:

Regarding creativity, evidence from meta-analyses on pretend play is mixed, with some studies suggesting a relationship with creativity and others finding little impact. The connection between play and intelligence remains unclear, as research cannot conclusively determine whether play promotes intelligence or if intelligence encourages play .In terms of problem-solving, construction play is correlated with solving puzzles and other similar tasks.

Recent studies indicate that engaging in playful interactions with peers helps children develop essential life skills such as problem-solving abilities and conflict resolution. Play also fosters self-confidence and emotional regulation, promoting collaboration, communication, and the expression of ideas and feelings.Additionally, play provides caregivers with opportunities to observe children's behavior and intervene if necessary, offering support for developmental delays or trauma.

Pretend play, or "make-believe play," involves acting out scenarios and exploring different perspectives. While some studies question the impact of pretend play on child development, others suggest it can enhance language usage, awareness of others' perspectives, and self-regulation in areas such as empathy and delayed gratification.Pretend play may also improve social skills, such as problem-solving and communication.Play-based learning experiences provide caregivers with valuable insights into children's behavior, enabling early interventions when necessary.
 * Pretend Play:

==Diverse Play Adaptations: Enhancing Learning and Development ==

Adapting Play to Meet the Needs of Children with Disabilities

Teachers can adapt play to meet the needs of children with disabilities or special needs in various ways. According to Sharifah & Aliza 2013, effective lesson planning tailored to students' specific needs and abilities can enhance the educational experience for all students. Selecting suitable techniques and strategies for each lesson topic and learning objective supports the diverse needs of students. Utilizing appropriate learning aids, such as visual or tactile resources, can also improve accessibility and engagement. Researcher Nor Azlinah (2010) ,found that encouraging collaborative learning allows students to work in groups and benefit from social interaction.

Benefits of Play-Based Learning for Children with Disabilities

Play-based learning offers numerous benefits for children with various types of disabilities. It supports cognitive and language development, particularly for children with autism spectrum disorders. Play-based learning also promotes emotional and social development by fostering positive interactions and cooperation among students .By considering different approaches and techniques, teachers can create inclusive learning environments that support the diverse needs of their students.

These insights provide an overview of how play can be adapted to meet the needs of children with disabilities and how play-based learning benefits children with various types of disabilities.

Cultural values of the Yucatec Maya
The Yucatec Maya culture offers a unique approach to play and learning, emphasizing reality-based activities and observation.

Learning through Play

Yucatec Maya children engage in play that is closely tied to real-life activities such as making tortillas, weaving, and cleaning clothing. They often learn through "Intent Community Participation," which involves observation and participation in community activities. Unlike children in many Western cultures, Yucatec Maya children do not engage in extensive pretend play, as it is considered akin to lying because it involves representing something that isn't real" . For example, a Mayan mother told an ethnographer that she would "tolerate" her child pretending that the leaves in a bowl were a form of food  .Instead, their play mirrors everyday life.

Age Groups and Interaction

Yucatec Maya children play and interact with individuals of all ages, rather than focusing on age-segregated play typical in some Western cultures. This approach helps them model adult behaviors and explore realistic representations of their culture.

Cultural Comparison

Different cultures and communities have distinct ways of encouraging play. For instance, some may discourage adult involvement in play or expect children to play in mixed age groups away from adults. Additionally, some cultures may expect children to outgrow play by a certain age.

Observational Learning

observation plays a crucial role in Yucatec Maya children's learning process. They actively participate by observing and modeling useful activities within the community .Accordingly," It is inherently integrated into the daily activities of the compound."

Cross-Cultural Perspectives

While play has been studied extensively in Western cultures, including by Susan Isaacs in the first half of the 20th century, experts like Gunilla Dahlberg and Fleer challenge the universality of Western perspectives on play. Fleer's work with Australian Aboriginal children suggests that not all cultures emphasize play in the same way.

Play is strongly linked to learning in young children, especially in areas such as problem-solving, language acquisition, literacy, numeracy, and social, physical, and emotional skills. Through learning-based play, children actively explore their environment and the world around them. Play is essential for a child's optimal social, cognitive, physical, and emotional development. Researchers agree that play establishes a foundation for intellectual growth, creativity, and basic academic knowledge.

According to Dorothy Singer, make-believe games allow children to imagine different roles and scenarios. Through sociodramatic play, children learn to manage emotions, understand the world, and navigate social interactions such as sharing and cooperation.

Purposeful, quality play experiences build critical skills for cognitive development and academic achievement. These include verbalization, language comprehension, vocabulary, imagination, questioning, problem-solving, observation, empathy, cooperation, and understanding others' perspectives.

Play also helps children develop social skills, creativity, hand-eye coordination, problem solving, and imagination. These skills are often more effectively learned through play than through flashcards or academic drills. Additionally, Slovak researchers Gmitrova and Gmitrov emphasize the importance of pretend play as a medium for children to progress beyond the educational curriculum.

Social play boosts children's confidence when trying new activities and enhances their ability to work with different symbols creatively. The benefits of play are so extensive that it is considered an evolutionary and developmentally important activity, helping children engage in socially appropriate behaviors that benefit them into adulthood.

References