Play-Based Learning

Abstract

Whilst on practicum I conducted several lessons using different approaches to gain a deeper understanding of children’s learning. I have been especially influenced by the Reggio Emilia approach, with its belief that children have rights and should be given opportunities to develop their potential by putting into practice many of the insights of Dewey, Piaget, Vygotsky and others. At present I am focusing on children’s play. While the overuse of technology impacts on children’s sensory, motor, speech and learning development, play involves the manipulation of physical objects, the engagement of children’s senses, and the interaction with their three dimensional world, giving students good habits and attitudes towards learning as well as a positive sense of themselves. I accordingly constructed my lesson plan so that it would foster play to build children’s problem solving ability, critical thinking and social and emotional resilience. When I planned more traditional, teacher-centred lessons, the students looked to me to construct meaning for them, passively waiting to be given the answers rather than seeking ones themselves. However, this does not mean that children’s learning should be characterised by play alone. Early years education should focus on whole-child learning with teaching methods appropriate for young children. My challenge is to find a medium between formal and informal learning so I can meet all the expectations of students, parents, leadership and the Department of Education and Child Development of South Australia.