There is a growing and well-researched recognition of the need to develop the early-years curriculum and pedagogy though play-based learning. In addition, there is a well-established principle that teaching and learning should begin 'where the child is'. This book is centred around these two principles. Learning Through Play is an essential handbook for early-years practitioners on how to develop their understanding and practical applications in all early-years settings. It is an ideal training manual which speaks to both the early-years trainee and the experienced practitioner who is looking…mehr
There is a growing and well-researched recognition of the need to develop the early-years curriculum and pedagogy though play-based learning. In addition, there is a well-established principle that teaching and learning should begin 'where the child is'. This book is centred around these two principles. Learning Through Play is an essential handbook for early-years practitioners on how to develop their understanding and practical applications in all early-years settings. It is an ideal training manual which speaks to both the early-years trainee and the experienced practitioner who is looking to improve their own practice and understanding, and that of colleagues. Chapters support: An understanding of play and its role in learning An understanding of the role of the adult in the pre-school setting The development of practitioner's skills in providing effective learning and development through quality play The developing and planning of the curriculum and learning environment The development of reflection and informed action in early-years settings Managers, and those who hope to become managers, in developing good practice across their setting Key features include Professional Development Activities. Some are for individual completion; others are for completion by your setting's team (but can be adapted for individual's use). Each chapter can be worked through as a discrete unit. This is a fully comprehensive and user-friendly guide for all who are keen to encourage the pre-school child's learning and development through play-based activities, giving the reader the tools with which to evaluate and develop their own practice and that of others.
Part 1: How Children Learn 1. The Role of the Adult: Making Observations and Understanding the Child The role of the practitioner as observer in understanding children's play What is observation? Why observe children play? A framework for effective observation Ethics 2. The Child as a Thinker and Learner The brain and learning Children constructing their own understanding The role of representation, language and interaction in learning Learning starts from where the child is Scaffolding The spiral curriculum Multiple intelligences Learning dispositions and child involvement Active learning schema 3. Aspects of Development: Influences on Learning The influence of social and cultural contexts in which the child is developing The influences on development: relationships, stimulation, health, gender, environment and play How development affects learning and dispositions to learning Play and its influences on learning 4. Key Ideas That Inform Us About Learning Through Play Young children are competent and experienced learners Children's learning is influenced by significant others Language is a central mechanism in learning Children's own talk has a crucial function in their learning Learning can be scaffolded Observation can help us understand and support children's thinking Learning and development in one area can affect learning in all others Children learn best when actively involved in learning Part 2: Play and its Role in Pre-School Education 5. Play and Learning What do we mean by play? Play in the educational context How does good quality play support learning? But what do we mean by good quality play? Key aspects of play Types of play and their importance 6. Developing the Context: Making Sense of Your Setting Evaluation of key principles The role of the practitioners in play Personal development Part 3: Key Principles for Developing and Supporting Play 7. The Role of the Practitioner: Monitoring and Assessment of Children's Learning Through Play Defining monitoring and assessment Reasons for monitoring and assessing Key principles for monitoring and assessing children's learning through play Approaches and procedures for monitoring and assessment Exemplar for assessment and recording 8. The Learning Environment: Provision and Resources Why is the physical learning environment important? What makes a quality play environment? Planning provision areas 9. The Role of the Adult in Supporting Sustained Meaningful Play: Intervention What do we mean by intervention? Why intervene? What intervention strategies do settings adopt? How can we intervene successfully? What approaches might we adopt? When might we choose not to intervene? 10. Planning: Developing a Framework for Children's Learning Through Play Defining planning for play Reasons for planning play The planning for play continuum Key principles for planning for play The planning for play process Part 4: Management, Evaluation and Development of Quality Pre-School Provision 11. The Role of the Adult: Leadership and Management The role of the practitioner in leading and managing learning through play Key principles and frameworks for the effective management and leadership of learning through play The development of adult relationships The importance of teamwork in providing high quality play The characteristics involved in developing strong teamwork Manage the observation, assessment, planning and intervention cycle 12. Developing Your Context: Where Do We Go from Here? The improvement cycle: a framework for improving play in your setting Envisioning the play provision for your context Completing an audit Writing a policy for play Development planning Action planning Evaluation Personal learning and development
Part 1: How Children Learn 1. The Role of the Adult: Making Observations and Understanding the Child The role of the practitioner as observer in understanding children's play What is observation? Why observe children play? A framework for effective observation Ethics 2. The Child as a Thinker and Learner The brain and learning Children constructing their own understanding The role of representation, language and interaction in learning Learning starts from where the child is Scaffolding The spiral curriculum Multiple intelligences Learning dispositions and child involvement Active learning schema 3. Aspects of Development: Influences on Learning The influence of social and cultural contexts in which the child is developing The influences on development: relationships, stimulation, health, gender, environment and play How development affects learning and dispositions to learning Play and its influences on learning 4. Key Ideas That Inform Us About Learning Through Play Young children are competent and experienced learners Children's learning is influenced by significant others Language is a central mechanism in learning Children's own talk has a crucial function in their learning Learning can be scaffolded Observation can help us understand and support children's thinking Learning and development in one area can affect learning in all others Children learn best when actively involved in learning Part 2: Play and its Role in Pre-School Education 5. Play and Learning What do we mean by play? Play in the educational context How does good quality play support learning? But what do we mean by good quality play? Key aspects of play Types of play and their importance 6. Developing the Context: Making Sense of Your Setting Evaluation of key principles The role of the practitioners in play Personal development Part 3: Key Principles for Developing and Supporting Play 7. The Role of the Practitioner: Monitoring and Assessment of Children's Learning Through Play Defining monitoring and assessment Reasons for monitoring and assessing Key principles for monitoring and assessing children's learning through play Approaches and procedures for monitoring and assessment Exemplar for assessment and recording 8. The Learning Environment: Provision and Resources Why is the physical learning environment important? What makes a quality play environment? Planning provision areas 9. The Role of the Adult in Supporting Sustained Meaningful Play: Intervention What do we mean by intervention? Why intervene? What intervention strategies do settings adopt? How can we intervene successfully? What approaches might we adopt? When might we choose not to intervene? 10. Planning: Developing a Framework for Children's Learning Through Play Defining planning for play Reasons for planning play The planning for play continuum Key principles for planning for play The planning for play process Part 4: Management, Evaluation and Development of Quality Pre-School Provision 11. The Role of the Adult: Leadership and Management The role of the practitioner in leading and managing learning through play Key principles and frameworks for the effective management and leadership of learning through play The development of adult relationships The importance of teamwork in providing high quality play The characteristics involved in developing strong teamwork Manage the observation, assessment, planning and intervention cycle 12. Developing Your Context: Where Do We Go from Here? The improvement cycle: a framework for improving play in your setting Envisioning the play provision for your context Completing an audit Writing a policy for play Development planning Action planning Evaluation Personal learning and development
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