Advocacy in Play
Background Information
Play has long been valued within early childhood communities and is a integral to lifelong learning and well-being (Bauer 2013). However when studied from multiple perspectives it is evident that some children, teachers, community members and curriculum writers including principals and department members question the role of play based learning in the early year’s education. These members of society struggle to see the importance of learning through play as seen in the above image. This image portrays the multiple perspectives that will be discussed in this section, the teacher is depicted to support the play based pedagogy as she states 'play is a important medium for learning as it enables children to develop ad accumulate their own knowledge'. The speech bubbles above each child shows the benefits of play based learning in enhancing their cognitive, social, emotional and physical development. The parent and principal approaching the classroom seem furious at the amount of play and lack of structured activities in the classroom and are unable to comprehend the value of play. Some parents, too, faced with the demands of increased productivity in the adult workforce are holding the view that play is of far less value than work. As a result they are keen for their children to acquire productive work habits early in life. Seeing their children being encouraged to play in the preschool setting, these parents, along with other members of the school community, are asking with some scepticism how young children can possibly learn when they are encouraged to play (Mills 2000)?
Overcoming this challenge
The Early Years Learning Framework () highlights the importance for educators to have a deep understanding of the value of play and the pedagogy and beliefs they hold about play based learning. When the educator has a thorough knowledge about their views on play a parent information session could be held to discuss parents concerns and educate them about the value of play in the classroom. Most early childhood curriculum frameworks make reference to play and its value as central to young children’s learning, these frameworks are what should lead the discussion with parents, some benefits of play that could lead discussion are identified in the above picture. The frameworks that are utlised in the early years classroom are outline by Bauer (2013) to be the Early Years Curriculum Framework, the Preschool Curriculum Guidelines and the Building Waterfalls: A Living and Learning Curriculum Framework. Bauer (2013) suggests that these frameworks highlight numerous benefits of play including: through play children develop thinking and problem solving strategies, extend their oral language, learn literacy and numeracy practice, develops their imagination and creativity, engaging with the perspective of others as they negotiate roles and solve problems, experimenting and making discoveries in a non-threatening way, make sense of real life situations and be challenged in new ways. The intended learning outcomes for the curriculum used in the specific school should be discussed with every parent or carer to ensure they have a firm understanding of the intentions and outcomes for their child. There are also several theorists that can also be explored and introduced to parents to assist in defining the value of play.
Educators also need to educate parents on how play is structured and planned in the classroom as well as the different types of play. This will allow parents to see how play can be both structured intended outcomes and the balance between child led, child initiated and educator supported learning (Bauer 2013) . Documentation, Learning stories, portfolios and assessment are ways that parents can see the progression of their children's learning and the spontaneous teachable moments that occur during play. If parents and principals are aware of the intended learning outcomes and given supporting evidence of children meeting these outcomes they are more likely to accept and see the value in play based pedagogy in the classroom.
Transformed thinking
After exploring the topic of advocacy in play and the different perspectives on play based learning I am more comfortable explaining my thoughts, beliefs and values to parents or other professionals. I now have a extensive information bank that allows me to draw on specific theorists and learning frameworks to support my views. My views on play has also been challenged and changed, I now have an understanding on how to implement structured play experience that meet learning outcomes and different ways to document these experiences. I am also aware of the multiple perspectives people hold of play and have considered how these values will affect my future classroom practices.
Play has long been valued within early childhood communities and is a integral to lifelong learning and well-being (Bauer 2013). However when studied from multiple perspectives it is evident that some children, teachers, community members and curriculum writers including principals and department members question the role of play based learning in the early year’s education. These members of society struggle to see the importance of learning through play as seen in the above image. This image portrays the multiple perspectives that will be discussed in this section, the teacher is depicted to support the play based pedagogy as she states 'play is a important medium for learning as it enables children to develop ad accumulate their own knowledge'. The speech bubbles above each child shows the benefits of play based learning in enhancing their cognitive, social, emotional and physical development. The parent and principal approaching the classroom seem furious at the amount of play and lack of structured activities in the classroom and are unable to comprehend the value of play. Some parents, too, faced with the demands of increased productivity in the adult workforce are holding the view that play is of far less value than work. As a result they are keen for their children to acquire productive work habits early in life. Seeing their children being encouraged to play in the preschool setting, these parents, along with other members of the school community, are asking with some scepticism how young children can possibly learn when they are encouraged to play (Mills 2000)?
Overcoming this challenge
The Early Years Learning Framework () highlights the importance for educators to have a deep understanding of the value of play and the pedagogy and beliefs they hold about play based learning. When the educator has a thorough knowledge about their views on play a parent information session could be held to discuss parents concerns and educate them about the value of play in the classroom. Most early childhood curriculum frameworks make reference to play and its value as central to young children’s learning, these frameworks are what should lead the discussion with parents, some benefits of play that could lead discussion are identified in the above picture. The frameworks that are utlised in the early years classroom are outline by Bauer (2013) to be the Early Years Curriculum Framework, the Preschool Curriculum Guidelines and the Building Waterfalls: A Living and Learning Curriculum Framework. Bauer (2013) suggests that these frameworks highlight numerous benefits of play including: through play children develop thinking and problem solving strategies, extend their oral language, learn literacy and numeracy practice, develops their imagination and creativity, engaging with the perspective of others as they negotiate roles and solve problems, experimenting and making discoveries in a non-threatening way, make sense of real life situations and be challenged in new ways. The intended learning outcomes for the curriculum used in the specific school should be discussed with every parent or carer to ensure they have a firm understanding of the intentions and outcomes for their child. There are also several theorists that can also be explored and introduced to parents to assist in defining the value of play.
Educators also need to educate parents on how play is structured and planned in the classroom as well as the different types of play. This will allow parents to see how play can be both structured intended outcomes and the balance between child led, child initiated and educator supported learning (Bauer 2013) . Documentation, Learning stories, portfolios and assessment are ways that parents can see the progression of their children's learning and the spontaneous teachable moments that occur during play. If parents and principals are aware of the intended learning outcomes and given supporting evidence of children meeting these outcomes they are more likely to accept and see the value in play based pedagogy in the classroom.
Transformed thinking
After exploring the topic of advocacy in play and the different perspectives on play based learning I am more comfortable explaining my thoughts, beliefs and values to parents or other professionals. I now have a extensive information bank that allows me to draw on specific theorists and learning frameworks to support my views. My views on play has also been challenged and changed, I now have an understanding on how to implement structured play experience that meet learning outcomes and different ways to document these experiences. I am also aware of the multiple perspectives people hold of play and have considered how these values will affect my future classroom practices.