Play And Pedagogies In Early Childhood Education Assignment Sample
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Figure 1: Design of play space
(Source: Self-created in Draw.io)
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. 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. 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.
Setting and timing
The learning session will be conducted in a suitable outdoor play space, like a garden or playground with a natural theme. 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
Teaching Strategies/ Pedagogical Approaches
10 minutes
30 minutes
10 minutes
10 minutes
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. 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.
* The teacher should bring the kids together to discuss their observations. They can ask open-ended questions that will encourage them to share what they learned and how the activities made them feel.
* 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.
* Each discovery area must have enough room for small groups of kids to participate in activities without feeling congested.
* Supervision is especially important throughout the exploration process when kids rotate in small groups across locations. The educator should be there to encourage and mentor each group.
* The resources used are organic materials like greenery, stones and timbers to create a play area inspired by nature.
* Planting supplies and tools; magnifiers for seeing bugs; art tools for nature art; mats or pillows for the closing circle and reflection.
* The educator can engage the children by asking questions like, "What do you know about the natural world?" and "Which season or time of day do you like?"
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.
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 nature books for continuing observations.
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.
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. This thorough explanation tries to support the design choices chosen by making direct connections to theoretical frameworks and related research.
The Relevant Research and Literature
Play-based education
The literature supports that play has a positive effect on children's development. Play-based learning promotes holistic development, including mental, emotional, social, and physical domains. Instructors should guide and support play-based learning. The literature also notes challenges such as assessment pressures.
Nature-based education
Research shows the good effects of exposure to nature on well-being, stress reduction, and physical health. Openness to nature is linked to emotional regulation and cognitive performance. The literature supports nature-based therapies for well-being.
Sociological approaches for learning
The literature highlights social constructivist approaches, emphasizing collaborative settings, dialogue, and inquiry-driven learning to develop critical thinking and civic engagement.
Reference List
* Alkhudiry, R. (2022). The Contribution of Vygotsky's Sociocultural Theory in Mediating L2 Knowledge Co-Construction. Theory and Practice in Language Studies, 12(10), 2117-2123. Retrieved from: https://tpls.academypublication.com/index.php/tpls/article/download/4775/3624
* Arnott, L., & Yelland, N. J. (2020). Multimodal lifeworlds: Pedagogies for play inquiries and explorations. Journal of Early Childhood Education Research, 9(1), 124-146. Retrieved from: https://journal.fi/jecer/article/download/114126/67325
* 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
* 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
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* Hanfstingl, B., Benke, G., & Zhang, Y. (2019). Comparing variation theory with Piaget's theory of cognitive development. Educational Action Research, 27(4), 511-526. Retrieved from: https://www.researchgate.net/profile/Barbara-Hanfstingl/publication/330321812_Comparing_variation_theory_with_Piaget's_theory_of_cognitive_development_more_similarities_than_differences/links/5c9b130292851cf0ae9a046a/Comparing-variation-theory-with-Piagets-theory-of-cognitive-development-more-similarities-than-differences.pdf
* Johnson, J. E., Sevimli-Celik, S., Al-Mansour, M. A., Tunçdemir, T. B. A., & Dong, P. I. (2019). Play in early childhood education. In Handbook of research on the education of young children (pp. 165-175). Routledge. Retrieved from: https://www.academia.edu/download/54231039/Play_in_Early_Childhood_Education.pdf
* Keenan, H., & Hot Mess, L. M. (2020). Drag pedagogy: The playful practice of queer imagination in early childhood. Curriculum Inquiry, 50(5), 440-461. Retrieved from: https://www.tandfonline.com/doi/pdf/10.1080/03626784.2020.1864621
* King, H. (2019). Promoting conservation values for preschool children through play-based learning in Ecotourism. Lauda.
* Marklund, L. (2022). Swedish preschool teachers' perceptions about digital play in a workplace-learning context. Early Years, 42(2), 167-181. Retrieved from: https://www.tandfonline.com/doi/pdf/10.1080/09575146.2019.1658065
* Marsh, J., Wood, E., Chesworth, L., Nisha, B., Nutbrown, B., & Olney, B. (2019). Makerspaces in early childhood education: Principles of pedagogy and practice. Mind, Culture, and Activity, 26(3), 221-233. Retrieved from: https://www.tandfonline.com/doi/pdf/10.1080/10749039.2019.1655651
* Nguyễn, L. S. (2022). Teaching Activist Thinking in Canadian Education: The limitations of play-based learning and radical potential of Indigenous land-based learning. Retrieved from: https://cerj.educ.cam.ac.uk/currentissue/v9_2022/v9_11_138-153_nguyen.pdf
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