Challenges of Play based learning
Play based learning is identified as a vital and important aspect in the early childhood setting. The majority of curriculum documents address play and recognise the significance of play in the development of children. Our role as teachers is to know about play, know how to use play as a pedagogical tool and to advocate for play. As educators we support children's play as we consciously plan for play, become players, adopt a playful approach, and provide resources to support play (Bauer 2013). When considering a play based curriculum their are numerous challenges that emerge, these include: advocating for play, planning for play, assessment within the context of play and resourcing play (Bauer 2013). The two challenges focused on through multiple perspectives on this website in advocating for play and planning play based learning experience.
After studying the play based learning course last year I thought I had a basic understanding of the concepts of play and the theories associated with it. However after engaging in numerous readings, tutorials and activities it was quiet clear that my assumptions and theory of play was challenged in many contexts. My initial thoughts on play based learning reflects the child to be in the center of play and interacts with the environment and people around them. I also believed strongly in allowing children to play and explore freely as opposed to structured play. Unstructured play gives children the opportunity to engage in open ended exploration allowing them to learn about themselves, their interests, negotiating and problem solving skills, and even make mistakes without feeling any pressure of failure. Whilst I have a firm understanding of the different types of play and theories behind play I have not really considered the advocacy of play. I value play in the classroom as a high priority however would find it difficult to explain and justify to parents, principals or even other teachers using curriculum and frameworks of why it should be implemented in the classroom.
After studying the play based learning course last year I thought I had a basic understanding of the concepts of play and the theories associated with it. However after engaging in numerous readings, tutorials and activities it was quiet clear that my assumptions and theory of play was challenged in many contexts. My initial thoughts on play based learning reflects the child to be in the center of play and interacts with the environment and people around them. I also believed strongly in allowing children to play and explore freely as opposed to structured play. Unstructured play gives children the opportunity to engage in open ended exploration allowing them to learn about themselves, their interests, negotiating and problem solving skills, and even make mistakes without feeling any pressure of failure. Whilst I have a firm understanding of the different types of play and theories behind play I have not really considered the advocacy of play. I value play in the classroom as a high priority however would find it difficult to explain and justify to parents, principals or even other teachers using curriculum and frameworks of why it should be implemented in the classroom.