THE IMPORTANCE OF PLAYING IN PRE-SCHOOL: SOME POSSIBILITIES FOR THE CONSTRUCTION OF KNOWLEDGE BY THE CHILD (Atena Editora) (original) (raw)

Play and Learning: Inseparable Dimensions to Early Childhood Education

This article is a theoretical discourse which examined the role of play as an indispensable entity for learning in early childhood education. Despite the fact that play has been universally acclaimed to be instrumental in facilitating learning, improving social skills, developing intellectual and physical prowess at the early childhood stage, many limitations have been observed to hinder the total implementation of the use of play at this level of education. Both the home and the school factors have been identified to hinder the full implementation of the use of play in teaching children. In view of this, this paper employed a descriptive philosophical research method. The concept of play was extensively discussed as it relates to learning in early childhood education. Also, factors hindering the implementation of the use of play were raised. As a result of this, a re-orientation on the need and use of play in teaching children at certain levels of development (which include teaching of values and morals) was suggested. Also stressed is the need to de-emphasize writing (hands on paper). Teachers, heads of schools and parents need to be further enlightened on this. In addition, there is need for continuous on-the-job training for teachers in order to handle the challenges encountered while using play to teach children. Keywords: Play, Learning, Education, Early Childhood Education

Play and Learning at Preschool Child

Logos Universality Mentality Education Novelty: Social Sciences, 2015

Preschool period is the most important period regarding the physical and psychological development of the child. The role of kindergarten and kindergarten activities in default of all education is the foundation of the child. Social games are constructed to develop and strengthen skills for preschool cognitive development, language, emotional and social-emotional. The research pursued a harmonious intertwining between quantity and quality, given that they precede each other. Choosing the research methods he learned the nature of investigative tools appropriate to the time required to its performance but not least the need to demonstrate the desired depth assumptions. The family is that to start of the process of formation child, and later kindergarten to be the environment in which the child understands and accepts the rules of social life. The teacher aims to shape, to give of the child stability, all of them being required to better adapt to school. In order to achieve the objectives and hypotheses we proposed to use certain instruments through which I could capture the specifics of the game and learning at preschool age, from the perspective of educators, parents, and later we can see the baby directly. I chose as research tools: survey-based questionnaire and observationobservation grid.

Play and its Pedagogical Potential in a Preschool Institution

Hrvatski Casopis Za Odgoj I Obrazovanje, 2014

The role of playing in young children's educational process is priceless. It represents the child's zone of proximal development and a possible transition into a higher stage of his/her cognitive and social development, and should be regarded as an integral part of the educational process in the institutions for early education. This implies providing proper conditions for playing and developing playing experiences, which includes creating a safe place and a positive environment for playing, offering "open" materials suitable for different stages of a child's development, providing enough uninterrupted playtime, showing an interest for children's activities and achievements, strengthening the children's cooperation, providing enough time for self-organization of the activities and allowing enough time to carefully listen and observe the children playing. Types of games and their complexity and educational value can be perceived from various perspectives, i.e. observed in terms of various theoretical approaches. This paper analyses playing from two framework perspectives-cognitive and social, and addresses the conditions in early education institutions needed for its uninterrupted activity and its pedagogic potential.

Play in Direct Practice in Preschools of Vojvodina / Igra u izravnoj praksi u vrtićima Vojvodine

Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2021

The paper presents the research carried out in the school year 2018-19 in preschoolsof the Autonomous Province of Vojvodina. The aim of the research was to assess therole of preschool teachers in supporting and enriching child’s play, gain insight intochildren’s actions in relation to it, as well as to ascertain the dominant perspectiveof the children and adults in the play. One hundred forty-five preschool teachershad been interviewed. The results have shown that teachers have had a shiftof focus in understanding child’s play and assessing its efficiency. Even thoughteachers in general see play as a free child’s activity, it has become apparent theyperceive it more as a learning method than a free child’s action. Play with rules wasintroduced to all age groups of children, including nursery. The play implementedin the research was assessed as successful, and the preschool teacher’s role was toguide or observe it. Even though the question of the relation in which the childenters and...

Children’s play as a form and method in preschool education

Professional competences for teaching in the 21st century , 2020

Starting from the theoretical background, considerable research, and implications in the educational practice itself, children’s play has proved to be one of the fundamental elements of education as a form and method of work in the development of the youngest. The aim of this paper is to provide an insight into the attitudes of preschool teachers about the presence of play elements, based on the perception of their own professional strategies and procedures in practice. The research sample includes fifty-seven (57) practitioners who attend the master program of vocational studies of the Preschool Teacher Training College in Šabac. The survey was conducted in November 2018 by means of a Questionnaire specially designed for research purposes. The obtained results of the research showed that the majority of preschool teachers distinguish play as the basic method of educational work with children of preschool age; they recognize their own play “in-play” primarily in the activities of producing various creative contents from different artistic areas, in creation of work-and-play aids and in designing new games. The significance of this research is the reconstruction of the attitudes of preschool teachers about the presence of the elements of play within their own professional identity through self-evaluation, in the possibility of improving their own practice, as well as the practical application of the obtained results in improving the programs of higher education institutions for the education of preschool teachers in order to strengthen their professional competencies in accordance with the requirements of the practice and modern strategies of educational work in preschool education. Keywords: preschool teacher, children of preschool age, play, creativity, competence.

Playfulness in early childhood education

The present work had as a line of research "The ludic in early childhood education" as a general objective to show the work of teachers in early childhood education regarding playfulness, such as playing and developing and the activities developed in municipal schools in Porto Nacional-TO , in the morning period of the preschool that serves students aged between four and six years old. Twenty-three teachers collaborated for the field research in three schools. This research had a qualitative approach, with a descriptive and explanatory nature. In the first moment, there were collections of data obtained based on the application of the questionnaire, and the second part was to tabulate the data, generate the graphs and obtain the results and discussion. It is concluded that the tasks developed in the classroom regarding the ludic is valued by the pedagogues, they are specific methods, activities developed in the educational space are necessary for the student's reality and for the pedagogue who is as a mediator. The analysis of the results indicates that the teachers, in turn, work with the games, but the lack of adequate spaces makes the ludic pedagogical practices unsatisfactory.

The playing learning child: Towards a pedagogy of early childhood

Scandinavian Journal of …, 2008

From children's own perspective, play and learning are not always separate in practices during early years. The purpose of this article is, first, to scrutinise the background and character of early years education in terms of play and learning. Second, to elaborate the findings of several years of research about children's learning in preschool related to the curriculum of early years education and, finally, to propose a sustainable pedagogy for the future, which does not separate play from learning but draws upon the similarities in character in order to promote creativity in future generations. Introducing the notions of act and object of learning and play (by act we mean how children play and learn and with the object we mean what children play and learn) we will chisel out an alternative early childhood education approach, here called developmental pedagogy, based on recent research in the field of play and learning, but also related to earlier approaches to early education.

Play and Learning in Early Childhood Education

Advances in early childhood and K-12 education, 2018

The key role of toys and play in early years education has been highlighted by several childhood pedagogues such as Froebel, Montessori, Weikart, and Malaguzzi, among many others. It is consensual among the international educational community that children now spend far more time being instructed and tested in literacy and math than they do learning through play and exploration exercising their bodies and using their imagination. This chapter aims to reflect on the power of play for children's learning and development and to analyze how three pedagogical models-the High Scope, Reggio Emilia, and Montessori-integrate play through their curriculum development. The chapter is organized in several topics, namely (1) the role of play in early childhood education (0 to 6 years); (2) the High Scope curriculum and opportunities given to children to engage in free play and play with purposes; (3) the Reggio Emilia approach: play through 100 languages; (4) the Montessori method, from hands-on activity and self-directed activity to collaborative play; (5) final remarks. INTRODUCTION: THE ROLE OF PLAY IN EARLY CHILDHOOD EDUCATION Play is valued worldwide and has been researched and written about by scholars from different theoretical disciplines, from psychology, pedagogy, sociology, anthropology, to medicine among others, and for that reason it is difficult to come up to a single definition of play. Nonetheless, there are several features

ROLE OF PLAY IN CHILD DEVELOPMENT

International Journal of Technical Research and Science, 2020

The purpose of the paper is to find various play through which children can be developed from the beginning of their life. The outcome of the paper shows various play with examples and make a content that children's are most important for future strategy in everything because they are the future leader of every nation, therefore their appropriate development in mentally and physically, and spiritually is important for the wellbeing to a human being. Therefore a strategy has created through various ideas and examples through this paper to follow the way for child development; this is the outcome. The question is; how can children be safer environmentally and thus playing freely and decide independently? The future activity is to precise more about child knowledge in developing countries and more development of motherhood for their child development.

The Play in the Context of Early Childhood Education in the View of Nurseries Professionals

Creative Education, 2015

The activities carried out with the child 0 -2 years, as the play are vitals for the development of perceptions, movements, postures and intelligence contributing to the acquisition of psychomotor and cognitive skills. The family has played an important role in providing this tool, but today, in Brazil, the children in this age group have attended the Early Childhood Education institutions. Thus, the objective of this research was to determine the meaning given by professionals from the nursery to the activities to play of the age group 0 -2 years. Participated a total of 128 professionals working in municipal nurseries of a medium-sized city of São Paulo. They were asked about the importance of play and toy for children 0 -2 years and how it is offered in the nursery routine. The answers were analyzed based on qualitative data analysis technique and enhanced with concepts of thematic analysis. They were organized in themes importance of play; proposals for toys and games; organization of time, space and materials for activities to play; participation in the activities of play. The results indicate that: 1) the activity of play is considered important by the participants for both the development and the learning; 2) teachers are responsible for organizing this activity focused on educational planning; 3) they report that playing at this age is difficult, especially with the smaller, because of the nursery routine of the organization. Therefore, this work F. C. F. de Vitta et al.