What is play? Educator Role Environment Developmental Domains Cognitive & Sociodramatic Levels of Social Play Functions Play
What is Play? <ul><li>Play is not a break from learning—it’s the way young children learn. </li></ul><ul><li>( Children’s Advocate Bulletin June 2007) </li></ul><ul><li>Play “paves the way for learning.” </li></ul><ul><li>( Kalliala 2006) </li></ul><ul><li>How do these statements resonate with you? </li></ul>
Play is…………. Individual Or Group Freedom Of Choice Motivating Flexible Enjoyable Self- selected voluntary Open-ended Self- directed Play
Educator’s intention and Child’s intention………….
From the research………. <ul><li>Play is defined as behaviour that is freely chosen, personally directed and intrinsically motivated ( Government of Vale of Glamorgan, UK 2009) </li></ul><ul><li>Play is activities that are freely chosen and directed by children and arise from intrinsic motivation ( Miller & Almon 2009) </li></ul><ul><li>How do these definitions resonate with you? </li></ul>
From the research…………. Functions Of Play Make sense of the world Expand social & cultural understandings Learn to consider other people’s perspectives Practice flexible & divergent thinking Encounter & solve real problems Express thoughts & feelings Negotiate play roles & plans Develop self-control Extend language & literacy skills Enhance brain & motor development
What learning and development is occurring through this play?
Developmental Domains…. Child Cognitive Social Emotional Physical Spiritual
What are these children learning through their play?
From the research…………. Solitary Cooperative Associative Parallel Passive Play Levels Of Social Play
Cognitive & social domains ……………………….. Socio-dramatic Play Head taller Develop abstract thinking Sense of control Learn how to relate to peers Solve problems safely Make sense of the world Language &Vocabulary Memory abilities Enhances reasoning Flexible Inventive thinking
What is the balance? <ul><li>Effective curriculum and pedagogy is planned, intentional, child-centred and adult guided. ( A Compendium To: With Our Best Future in Mind, Early Learning Ontario 2009) </li></ul>
Thank You <ul><li>Please take time to complete an evaluation </li></ul><ul><li>Brenda R. Goodine </li></ul><ul><li>Bridges Program, </li></ul><ul><li>Early Childhood Development Association </li></ul><ul><li>of PEI & Dept. Education and Early </li></ul><ul><li>Childhood Development </li></ul><ul><li>569-7581 </li></ul><ul><li>[email_address] </li></ul>
References <ul><li>Goouch, K. ( 2008) Understanding playful pedagogies, play narratives and play spaces. Early Years, 28 (1), 93-102. Readingonline www.informaworld.com </li></ul><ul><li>Hewes, J. ( 2006) Let the children play: Natures answer to early learning. Lessons in Learning Canadian Council on Learning. </li></ul><ul><li>Hirsh-Pasek, K. & Golinkoff, R.M. (2008). Why play = learning. Encyclopedia on Early Childhood Development: Centre of Excellence for Early Childhood Development, 1-7. </li></ul><ul><li>Saskatechewan Ministry of Education, (2008) Play and Exploration; Early Learning Guide. </li></ul><ul><li>Smith, P.K. & Pellegrini, A. (2008) Learning through play. In: Tremblay R.E., Barr, Encyclopedia on Early Childhood Development: Centre of Excellence for Early Childhood Development, 1-6 Readingonline www.child-enecyclopedia.com/documents/Smith-PellegriniANGxp.pdf . </li></ul>
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