What is play
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This document discusses various definitions and perspectives on play from notable thinkers such as Maria Montessori, John Dewey, J.E. Johnson, C. Garvey, M.J. Ellis, Fredrick Froebel, Jerome Bruner, Irenaus Eibl-Eibesfeldt, and Ralph Waldo Emerson. Key elements that emerge are that play is intrinsically motivated, freely chosen, pleasurable activity that is important for child development and brings out what is in a child's soul. Play is also described as a form of experimentation and dialogue with one's environment.
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Educators should support cultural diversity, gender equity, and individual differences through play. They should represent different cultures, religions, and values in the classroom without bias or stereotyping. While some children tend to prefer certain gendered toys like dolls or blocks, educators should provide diverse options and encourage all children to play in all areas. Educators also need to be aware of differences in family values and blend home and center experiences with respect and sensitivity for individual children.
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Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
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Programming approaches
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Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
Observations
There are three main types of observations for early childhood education: anecdotal records, event sampling, and checklists. Anecdotal records involve writing short narratives about specific observed incidents, with the goal of documenting a child's growth and behavior over time. When taking anecdotal records, educators should record details like the date, child's age, developmental characteristics, and happenings, and keep the record factual, objective, and concise. Educators then review observation information to identify themes, examine needs, and develop individualized education programs that support each child's development.
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The document discusses creating quality outdoor play environments for children. It emphasizes including natural elements, flexible play structures, and loose parts to encourage inclusive physical activity. The practitioner's role is to plan experiences based on children's skills, consider individual learning styles, and manage safe risks to support active outdoor play.
Planning play experiences
Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
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Thinkin games
The document contains quotes from various individuals about the importance and benefits of play and games. Many of the quotes discuss how play is essential for learning and development in both children and adults, with some specifically noting how play helps develop problem-solving skills and physical and mental abilities. Others emphasize how play can help people relax, reduce stress, and stay engaged. Overall the document suggests that play through games and other activities has many cognitive, physical, and social benefits across one's lifetime.
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The document discusses the importance and benefits of play for early childhood development. It notes that play is essential for children's cognitive, physical, social, and emotional well-being. Play allows children to use their creativity and imagination while developing skills in a low-risk environment. The document also discusses several theories related to play, such as script theory and chaos theory, and how play relates to healthy brain development and learning.
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Tell me and I forget, teach me and I remember, involve me and I learn.
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Play is the absence of stress and the highest form of research that was rightly shown in this interactive session, sharing few impactful play based ideas that involved the participants in their play.
It was overall a fantastic and wholesome learning experience for the teachers and the team.
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Theories of play
The document discusses several theories of play from both classical and modern perspectives. Early classical theories viewed play as a way to release surplus energy (Spencer, 1875), relax from fatigue (Lazarus, 1883), or practice skills needed for survival (Groos, 1898). Modern theories see play as a way for children to work through drives or resolve conflicts (Freud, 1908), integrate new experiences (Piaget, 1962), or progress through stages from solitary to cooperative play (Parten, 1932). The document provides an overview of the developmental perspectives on the importance and purpose of play.
Friedrich froebel
Friedrich Froebel was a German educator born in 1782 who developed the concept of kindergarten. He believed that play and self-activity were essential for child development. Froebel opened his first kindergarten in 1840, which focused on using toys, games, and gardening activities to stimulate learning through play. His ideas spread across Europe and influenced later educators like John Dewey. Froebel viewed play as the highest form of expression and development for children.
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Plan Canada supports microfinancing to help people lift themselves out of poverty. Microfinancing provides small loans and financial services to those without access to capital. This allows people to start small businesses and become financially independent to support their families. Plan works with partners around the world to facilitate microfinancing programs and village savings groups. These programs allow people to invest in each other through small loans and build community support systems.
Microfinancing
Plan Canada supports microfinancing to help alleviate poverty. Microfinancing provides small loans to those without access to capital, allowing people to start small businesses and become financially independent. Microfinancing has benefits like improved access to credit, higher loan repayment rates, better education and health outcomes, sustainability, and job creation. Plan Canada works with partners like Arariwa in Peru to facilitate village savings programs and bring microfinancing services to rural communities. Kiva and FINCA are also microfinancing organizations that provide loans and financial services to low-income entrepreneurs around the world.
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Educators should support cultural diversity, gender equity, and individual differences through play. They should represent different cultures, religions, and values in the classroom without bias or stereotyping. While some children tend to prefer certain gendered toys like dolls or blocks, educators should provide diverse options and encourage all children to play in all areas. Educators also need to be aware of differences in family values and blend home and center experiences with respect and sensitivity for individual children.
Planning play experiences
Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
Experience centres
This document discusses planning for play experiences in early childhood education centers. It emphasizes responsive environments that evolve based on children's expressed interests. Programming is developed through observations of children's interests, questions, and engagement with materials. Planning tools like webbing diagrams and flow charts can be used to map out potential experiences and connections between activities to support children's learning.
Programming approaches
The document discusses different approaches to planning early childhood education, focusing on the developmental approach. This approach organizes activities to help children develop skills in key areas including social, physical, language, intellectual, creative, and emotional domains. It encourages exploring children's interests while addressing multiple developmental areas through each activity. The document also briefly mentions emergent, project-based, and thematic programming approaches.
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Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
Observations
There are three main types of observations for early childhood education: anecdotal records, event sampling, and checklists. Anecdotal records involve writing short narratives about specific observed incidents, with the goal of documenting a child's growth and behavior over time. When taking anecdotal records, educators should record details like the date, child's age, developmental characteristics, and happenings, and keep the record factual, objective, and concise. Educators then review observation information to identify themes, examine needs, and develop individualized education programs that support each child's development.
Quality Outdoor Play Environments
The document discusses creating quality outdoor play environments for children. It emphasizes including natural elements, flexible play structures, and loose parts to encourage inclusive physical activity. The practitioner's role is to plan experiences based on children's skills, consider individual learning styles, and manage safe risks to support active outdoor play.
Planning play experiences
Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
The planning cycle
The document discusses different approaches to planning early childhood education programs. It describes the developmental approach, which focuses on developing the whole child across social, physical, language, intellectual, creative, and emotional domains. It also outlines the curriculum area approach, which is organized by subject areas, and the thematic approach, also called an integrated curriculum, which allows children to explore topics in depth through related activities across subjects. Finally, it discusses the project approach or emergent curriculum, where children explore real topics of immediate interest through applying their skills creatively.
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What is play
- 1. What is play? In Search of a Definition…
- 2. “Play is a child’s work.” Maria Montessori
- 3. “Play is what we enjoy while we do it.” – John Dewey
- 4. “Play may be defined as behavior that is intrinsically motivated, freely chosen, process oriented and pleasurable.” - J. E. Johnson and J. Ershler
- 5. “Play is pleasurable, enjoyable. Play has no extrinsic goals. Play is spontaneous and voluntary. Play involves some active engagement on the part of the players.” - C. Garvey
- 6. “A man is most human….when he plays.” – M.J. Ellis
- 7. “Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child’s soul.” - Fredrick Froebel
- 8. “Play is the principal business of childhood.” - Jerome Bruner
- 9. “Play is an experimental dialogue with the environment.” – Irenaus Eibl-Eibesfeldt
- 10. “It is a happy talent to know how to play” - Ralph Waldo Emerson - Peturson, R., &Richards, K. Play: A world of learning. Retrieved October 20, 2008 from www.gecdsb.on.ca/d&g/onlinepd/play/Play main.htm. Used with permission of the Greater Essex County District School Board.