Unit 3.3
Theories of play and philosophical approaches
Today, traditional theories of play continue to contribute significantly to childcare and education in early years. At the same time current theories and new approaches on topic of play have evolved and influenced the early years practice.
| Theorist | Theories that influence play |
Theory in practice |
|---|---|---|
| Friedrich Froebel (1782 - 1852) Friedrich Froebel (1782 - 1852) |
Founder of the first kindergarten in Germany for children aged 3 to 7 years.
- He believed that play was important because it provides the medium through which children learn. - He proposed play that involves movement and 'doing' by hands. - Emphasis on 'free play' where child was in control of their own play without adults intervening. - Children need to explore the surroundings and play in fresh air with natural materials. - He also stressed the importance of symbolic play and imaginative play. |
- Integrate play, care and education programme in nurseries - Focus on child-centred play. - Provide outdoor space important for children to run around. - Provide natural materials to encourage creativity, ideas and exploration. - Provide opportunities and props for symbolic play and imaginative play. - Introduce 'block play'- use Foebel's wooden blocks to help learning of numbers, shapes and sizes. - Sing nursery rhymes and used finger ryhmes to encourage language development. - Involved parents in helping children to learn through play. |
| Les Vygotsky
(1896- 1934) Les Vygotsky (1896- 1934) |
Les Vygotsky believed that children learn through social interaction with others and are active learners who
benefit from 'hands on' experience. Vygotsky believed that play allows children to experience and experiment with things that help develop vital thinking structures. - Children learn new skills by interacting with people; they can be supported and guided by parents and carers. for example, practitioner can help a child to thread beads, so in time child should be able to do it themselves. Parent can help their child shake a rattle , then in time child should be able to shake rattle themselves. - Vygotsky developed the theory called Zone of Proximate Development (ZPD) - Children have the potential to learn a new task beyond their age when a parent, practitioner or someone with expertise knowledge and skills can provide scaffolding (support, guidance and demonstration). For example, how to play chess or a card game. Through this type of play, children develop social skills like taking turns and learn to follow rules of a game, and acquire language. - Vygotsky also believed that language is acquired through social interaction. |
- Provide ample opportunities for children to engage in 'doing' activities: cooking, baking, planting. - Encourage children to engage in practical activities: cut and paste, threading, building using construction kit. - Have sufficient and trained staff to support children during play in learning new skills - Teach children new skills that are useful in adulthood. - Design suitable activities to challenge children's ability and encourage progression. - Provide games that require 2 or more people playing, e.g. board games, card games (snap) playing throw ball or football. - Provide puppets to help with language developement and children's confidence. - Sing nursery songs together with children to help with their speech and vocabulary - Tell stories that are stimulating and encourage learning of new words |
| Donald Winnicott
(1896 - 1971) Donald Winnicott (1896 - 1971) |
Donald Winnicott was a paediatrician who
invented the idea of using transitional objects which are comfort objects to support child's emotional being and encourage symbolic play. A transitional object is seen as a a substitute for someone important who child is emotionally attached to but is absent. For example, a teddy bear can represent dad or a stuffed soft doll can represent mum. Transitional objects can be soft toys, stuffed animals piece of cloth or a blanket to which children have an intense attachment to. Transitional toys serves to provide comfort to toddlers in stressful situations and assist in making transition from home to nursery. Transitional objects are also used in imaginative for example, a fluffy toy represents a puppy dog that child takes for a walk. |
- Provide variety of teddy bears and dolls that reflect different cultures - Provide play opportunities for child to engage with transitional objects. - Provide suitable resources to support child through transition from home to nursery. - Allow child to intially bring something from home that they are attached to and makes them feel secure. For example, blanket or soft toy. - Allow parents to stay for a while with child when starting nursery - Allocate key practitioners to each new child in order to help them settle in. |
| Jerome Bruner (1915 - 2016) Jerome Bruner (1915 - 2016) |
Bruner's theory of scaffolding refers to adults actively supporting learners (children) in learning new concepts during play.
Once they become confident and become more independent in developing skills and understanding, adult can gradually
remove the support.
- Play provides a medium for learning. Through play children can develop intellectually. - Abstract thinking skills can be developed through imaginative play (ability to take on a mental image of something that is not there to substitute one object for another). For example, child uses a card board box to represent a car which child pretends to drive. - Enactive Learning : Knowledgable adult can teach learners (children) new things when playing together, for example, learning rules of a game. |
- Provide ample opportunities for imaginative play. - Practitioners can design activities that encourage children to create imaginative situations that promote abstract thinking skills, for example, playing shopping. - Set up activities that provides a combination of play and learning where children can have fun, enjoyment and at same time unconsiously be learning. For example, sand and water activity , where children engaging in play but also learning about capacity, size and volume. Another example: play with wooden blocks to learn about colours and shapes and size. Practice adult initiated play. Where practitioners choose the objects or set up activities that children can engage in by 'doing'. Here, the adult teach child how to play a game for example, a board games through which a child will learn rules of the game. |
|
Mildred Parten (1916-2009) Mildred Parten (1916-2009) |
Mildred Parten observed children of different ages (2 - 5 years) and discovered they played differently when together; some played alone , others played alongside each other
and some played together. Hence she developed a stage theory of play: Solitary play - 2-3 years olds play alone with toys without interacting with others. Parallel play - 3-4 year olds play along side each other, but not engaging with each other. Associative play - 4-5 year olds play with each other but do not share same goal or coordinate their activities. Cooperative play - 5 years olds + play together in organised situation and assigned role, also share same goal. |
Setting should have home corner, quiet area, sensory play area, outdoor area. Plan and set up variety of activities that suit different ages of children, for example, play dough, painting or small world. Provide variety of resources: puppets, large puzzles, tactile books, drums, tanbourines for the younger ones. Sand and water, painting, planting, bicycle, climbing frames or construction kits for the older ones. Provide array of resources (toys, games and equipment) which are age appropriate. Introduce games and activities that encourage social interaction and promote social and communication skills, for example, singing nursery rhymes or 'simon said'. Provide outdoor activities and equipment, for example, flower planting, climbing frames or slides and space to run around. |
|
Tina Bruce Tina Bruce Tina Bruce |
Tina Bruce believed that children use play to practice what they already know. Play gives children an opportunity to understand their feelings, thoughts and people. Bruce proposed 12 features of play that form free play. How productive or rich the play is will depend on the present of 7 features out of the 12 features suggested by Bruce. Just a few feature may not indicate that child is engaged in play, neverthless child maybe doing something meaningful. 12 Features of Play: 1. First hand experience - going to the shops, preparing food, laying table for meals. 2. Sense of control - make rules as they play: take cat for a walk or bathe the dolls. 3. Make play props - use imagination and creativity with the materials nearby. 4. Choose to play - child will only play if he/she wants to. 5. Practise future play - Children pretend to be a parent in role play activities. 6. Engage in pretend play: For example, pretend to be doctor treating a patient. 7. Choose to play alone - need to experiment with new ideas. Also need personal space and time to reflect. 8. Play with other children in parallel, associatively or cooperatively. 9. Have personal agenda - They will find a way to put pretend chocolate sauce on all the pretend ice cream. 10. Become engrossed in their play and not easily distracted. 11. Show their latest learning when they play. They take their painting with them where ever when they are playing. 12. Play brings together the learning children do: the learning gets organised. |
Provide Opportunities to visit supermarket to do shopping or visit garden centre to choose plants and flowers. Focus on child-centred approach : allow the child to choose toys, consider their likes and preferences. Practice equal opportunties: Ensure the surrounding and resources are rich in diversity to reflect different cultures and meets the needs of children with sensory impairments and disabilities. Practitioners can carry out observations and assessment to establish if children's play is productive or valuable. Use the data to improve play areas, resources and use interventions to promote meaningful play, for example, support from a practitioner and use of variety of materials for creative activities. Provide ample opportunities to play indoor and outdoor. Use resources to promote holistic development: physical, language, intellectual, personal, social and emotional. |
|
Janet Moyle Janet Moyle |
Janet Moyles believes that play begins when a child has access to play materials first, then the support of an adult
(demonstrating how to use the play materials), and then finally allowing the child to play on their own with the play materials. For example, child can explore a construction kit, then parent can show them how to use it, and then leave child to use the kit on their own. |
Use child-centre approach to choose an assortment of play materials that are age appropriate and considers child's, interest, likes and preferences.
Provide play materials that promote learning and development. Provide play materials that refect background of children from different cultures. Implement equal opportunity policy by providing play materials that include all children to use or engage in. |
|
Jean Piaget (1896-1980) |
Find out how Piaget's theories influence play |
How would you apply his theory in early years setting? |
|
Bob Hughes |
Find out about Bob Hughes taxonomy of play types |
How would you apply his theory in early years setting? |
|
Studies in neuroscience |
Find out how the brain influence play |
How would you apply his theory in early years setting? |
Analysing how theoretical perspectives on play inform practice
1. Traditional and current theories put emphasis on play based learning, so with this mind, early years settings today have integrated education with childcare. Children are not just fed, cared, sleep and play meaninglessly, instead they are encouraged to engage in activities and play with objects that promote learning and development.There are an array of stimulating and colourful toys and equipment available today, however, use of manufactured toys and equipments may limit the development of creativity and imagination of children. In some rural areas of India and Africa, children play outdoors with natural materials such as stones to represent marbles or climb trees or make swings from old car tyres.
Whilst this form of play has become rare in the western countries, nurseries today have adopted Frederich Froebel idea of having an outdoor play area that give children the opportunity to experience natural materials and space to run around.
Activity
Use the following theories of play, to plan a sand and water activity to support learning and development of a 4 year old child.- Mildred Parten
- Tina Bruce
- Fredrich Froebel
2. Karl Groos believe that children learn new skills through play and this prepares them for later life. In contrast, Piaget argue that play gives children the opportunity to practise what they already know. Either way, both ideas are valid as children can use their existing knowledge to learn something new. Through play children will also develop skills including physical, language, personal, social and emotional.
Describe how you would use both Kroos's and Piaget's theories in
your early years setting to plan a play activity
3. Vygotsky put importance on learning through social interaction (learning from other people), but it could be argued children who engage in solitary play or parallel play are also learning and developing without the aid of an adult or other children. Midlred Parten discovered that children play without interacting with others and came up with the 'stage theory of play'. In early years setting, children of all ages are allowed to play on their own with dolls, puppets, legos or in the home corner.
In early years setting, practitioners could apply both theories, for example, create opportunities for free play so that child has the choice to explore and play on their own. Other times, play activities can be more structured with the aim of teaching new skills. When planning, consider the age of child and their interest and preference to play.
Describe how you would use Vygotsky's and Parten's theories
in your early years setting to plan a play activity.
Both Vygotsky's and Bruner's theories on the role of adults playing together with children and the concept of 'scaffolding' are not commonly practised in early years setting; because of time constraints and small staff numbers playing board games or card games on a one-to-one basis is rare. Young children also lose interest very quickly as they have a short attention span. Nevertheless, practitioners provide support, guidance and help when children are learning new skills during free play or structured play, for example showing how to thread a bead or provide support in riding and balancing a bicycle.
Describe a play activity in which you would provide scaffolding.
In some countries, parents don't play with their children as they view play as something that children engage in, whilst in other cultures, playing with own children is viewed in a positive light. In the western countries, early years settings create opportunities for practitioners and children to play together and encourage parents to play with their children.Activity
Using the theories below, plan an activity that promotes the development of a 4 year old child.- Les Vygotsky't theory
- Jerome Bruner's theory
4. According to Piaget, children are active learners and explore the world through their senses, so with that in mind, early years settings should ensure that resources (toys) are rich, varied, stimulating and interactive. Also give children opportunities to engage in 'doing' activities that children can enjoy have fun and at the same time language, intelligence and develop fine and gross motor skills.
Activity
- Using Jean Piaget's theory, plan a messy play activity or a treasure basket activity for a 6 month old baby to explore materials with their senses.- Use Piaget's theory and Bruner's theory to design a jigsaw puzzle and a making model for a 5 year old.
Philosphical approaches which influence play provision
| Theorist | Philosophical approaches that influence play |
Apply approach in early years setting |
|---|---|---|
| Margaret McMillan (1860 - 1931) | Margaret McMillan believed that a child could develop into a whole person by learning through play.
She focused on children acquiring manual dexterity through exercises and placed emphasis on the importance of social and emotional
development. Emphasis was also on healthy diet to promote learning; she saw a correlation between children being deprived of healthy eating and poor learning. She pioneered healthy school meals and medical services for children. Margaret McMillan pioneered nursery schools with outdoor playground and worked in partnership with parents, offering classes to help them develop the skills needed to learn with their children. Also placed importance of training people working with children. In 1914 the first open-air nursery school was opened in Peckham, London by Margaret McMillan. She pioneered healthy school meals and medical services |
Curriculum based on play are child-centred. Nurseries staff work co-operatively in partnership with parents and recognise them as educators of their children. Nurseries and educational establishment regularly provide professional development training to adults working with children. |
| Rudolph Steiner (1861-1925) Rudolph Steiner (1861-1925) |
Community education is the core of RS philosophy of learning. He takes a holistic approach in education in that children's
physical well-being and emotional well-being were equally important as healthy diet and excercise, as well as a safe environment that nurtures
a bonding between child and adult. RS believed that learning should be child-centred and their personality and interest should be considered when planning activities and programmes. Children with special needs included in the play activities and children were encouraged to show empathy to each other. Steiner provided an open space and natural materials e.g. cloths, wooden blocks and clay, to encourage creativity. There were no toy phones, plastic toys or structured play environments such as kitchen, office or launderette. Steiner believed that singing and dancing was important and through story telling children gain ideas for their play. He stressed that there should be a balance between creativity and academic activities. Heart, soul and head - 3 parts of the children's learning involved the heart, soul and head throughout the education years. |
Children with special needs are integrated into mainstream schools where
possible. Inclusive practice is integral to educational and childcare setting - childrens' special needs are considered when planning activities. Circle time is widely used as a means of developing children's self-esteem and communication skills. |
|
Maria Montessori
(1870-1952) Maria Montessori (1870-1952) |
Maria Montessori believed children were 'active learners' who enjoyed hands-on activities. She focused on structured play and guidance from adults
to help children reach their potential. Emphasis was on learning that gives children independence and dignity, with this in mind, she
encouraged children to learn skills by doing real life activities such as sweeping and serving meals; child-size equipment was used
to facilitate practical learning. MM also believed children were receptive at particular stages of their development and hence adults guidance was important during this time. MM valued structured play rather than free play. Especially designed materials are used to promote learning - MM believed children will interact with the equipment when they are ready to learn at a correct developmental stage. Sensory learning experiences in early years is important as children have absorbent minds. MM felt children must have opportunity to develop morally and spritually because a child's soul was like a mirror that could be affected by any influence. |
Montesories were emerging all over which took on a holistic approach to development. These nurseries considered child's age when planning activities,
and focused on interaction of the child in their environment. Montesories encouraged children to organise their own activities and absorb information from their environment. |
| Susan Isaac (1885 - 1948) |
Susan Isaac believed that a child's emotional life was revealed
through the symbols and themes they explored in imaginary play. Isaac therefore felt that play should be used to explore a child's feelings and that through play children would come to understand the world around them. She felt that children should have their space and freedom to move when playing and discouraged desk based learning. A play based education was her vision until the age of 7 years. Her research showed that children regressed if started school at 5 years. Many prof in early years share this view and are concerned with current trend of children entering into compulsory school in the year of their 5th birthday. |
Isaac has influenced current play provison today: empahsis on importance of working with both parents. The use of imaginary play as a way to explore feelings. Freedom to move around the classroom. |
| Lady Allen of Hurtwood ( 1897 - 1976) |
Lady Allen was a key figure in the development of play work in this
country which is primarlily aimed at children over 8 years of age. She is also founder president of the World Organisation for Early Childhood. She campaigned for the first Children Act of 1948 and opened the first English junk playground in Camberwell, London. After visiting a sterile playground in US, she said that a a successful playground is one in which children can move things and make a new object in their own way. She went on to create imaginative playground over old bombsites. and founded the National Adventure Playgrounds Association now know as Kidsactive. In 1970 she opened the first adventure playground for disabled children. |
Today lady Allen campaign for exciting spaces for children and young people has influenced: the child-centred open
spaces widely available for young people today. The recognition of the importance of play spaces for children who may not have a garden of their own. There are many adventure playgrounds that exist today for children and young people who are disabled. |
| Reggio Emilia | Can you find about Reggio Emilia's approach |
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| Forest Schools | Can you find about Reggio Emilia's approach |
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| Te Whriki: New Zealand | Can you find about Te Whriki's approach |
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Through further reading and researching, analyse how philosophical approaches on play inform practice.
Self-assessment
How much have your learned?
REFERENCES
DFE (2017) Early Years Foundation Stage Framework (EYFS)
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
http://www.foundationyears.org.uk/eyfs-statutory-framework/
Every Child Matters (2003)
http://webarchive.nationalarchives.gov.uk/20130403155730/https://www.education.gov.uk/
publications/standard/publicationDetail/Page1/DfES/1081/2004
Early learning and childcare
https://www.education.gov.uk
Caroline Meggit & Tina Bruce (2014) CACHE Level 3 Early Years Educator. Hodder Education:London
Caroline Meggit (2011) CACHE Level 3 Children & Young People's Workforce Certificate. Hodder Education:London
Tassoni et al (2014) Level 3 Early Year Educator. Pearson: Harlow Essex
Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. Pearson: Harlow Essex
www.gov.uk/government/publications/2010-to-2015-government-policy-childcare-and-early-education
www.education.gov.uk/publications
www.foundationyears.org.uk.
www.legislation.gov.uk/
www.4children.org.uk