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This unit provides the knowledge, understanding and skills which a learner needs to be able to plan, lead and review purposeful play opportunities that support children's learning and development

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This unit provides the knowledge, understanding and skills which a learner needs to be able to plan, lead and review purposeful play opportunities that support children's learning and development

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Step 1: Select a column.
Step 2: Research selected theorist
Step 3: Post information/ fill out sections on the Padlet
Step 4: Add a reference list post
Step 5: be prepared the share theorist to the group tomorrow.

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K3 A range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice.

S6 Encourage children’s participation, ensuring a balance between adult-led and child-initiated activities. (criteria 3.1,3.2,3.3)

S12 Plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate. (criteria 3.5)

S27 Encourage parents and/or carers to take an active role in the child’s play, learning and development. (criteria 3.5)

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Starting point - how do you feel about the unit aim ?

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Starting point - how do you feel about the unit aim ?

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You will need to Harvard reference in your assignments - this is a quick guide to refer to. We will have a session on this during induction

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charley and megan w

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Research Theories that inform play practice in Early Years Settings.

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Te Whāriki is based on the aspirations that children grow up: as competent and confident learners and communicators. healthy in mind, body and spirit. secure in their sense of belonging. secure in the knowledge that they make a valued contribution to society.
Te Whāriki is designed to support all children to grow up strong in identity, culture and language.

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Te Whāriki places the child in the middle of the curriculum – as the learner engaged with the learning environment, surrounded by various levels of learning: home, family, and the service; the adult environment and networks; and the nation's beliefs and values about children and their learning and development.
Te Whariki also provides equitable opportunities and access for all learners.

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HighScope evolved from Perry Preschool Study, a longitudinal study that began in 1962.

HighScope refers to the independent organization created by the late David P. Weikart, designed to continue a research project he began in Ypsilanti, Michigan public schools. That project, referred to as the Perry Preschool Study, was the birth of the HighScope curriculum.

This Perry Preschool Study began in 1962 and included 123 high-risk African-American 3- and 4-year-old children. According to the U.S. Department of Justice, all participants belonged to a low socioeconomic status, with low IQ scores, no mental disabilities, and high risk for school failure. Participants were split into two groups. Fifty-eight children participated in the program and the other 65 children did not. The two groups were matched to control age, socio-economic status, and gender differences.

Data was collected on participants’ academic performance through the age of 27. The results show that those in the HighScope program performed better academically, achieving better grades, higher test scores, and higher graduation rates. The rate of juvenile delinquency was also lower for the HighScope program participants, and upwards mobility in socioeconomic status was more likely as many participants were employed and not dependent on public assistance.

The program used in the Perry Preschool Study, known as active participatory learning, is the cornerstone of the HighScope curriculum. The goal is to not only help children excel in school but to encourage “independence, curiosity, decision-making, cooperation, persistence, creativity, and problem solving—the fundamental skills that help determine success in adult life,”

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A focus on the “plan-do-review” process, allowing children to make choices about what they will do, execute those choices, and then reflect in order to learn how to set and achieve goals and pursue natural interests.

Eight main curriculum categories: approaches to learning; social and emotional development; physical development and health; language, literacy, and communication; mathematics; creative arts; science and technology; and social studies.

Teachers who “share control” with children as equal partners and encourage problem-solving.

Consistent daily lesson plans that include group activities, self-care, and socialization segments.

Teachers with varied educational backgrounds—some with associate’s or bachelor’s degrees and some with less formal education other than a high school diploma and HighScope training.

A classroom with areas designated for specific types of activity, such as art, house, or reading and writing.

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Getting to Know HighScope's Preschool Curriculum

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The curriculum is built around four main principles. They are:

Empowerment (Whakamana) – The curriculum empowers the child to learn and grow.

Holistic Development (Kotahitanga) – The curriculum reflects the holistic way children learn and grow.

Family and Community (Whānau Tangata) – The wider world of family and community is an integral part of the early childhood curriculum.

Relationships (Ngā Hononga) – Children learn through responsive and reciprocal relationships with people, places, and things.

From here, there are five strands of child development which form developmental, cultural, and learning goals.

Strand 1. Well-being – Nurture and protect the health and well-being of the child.

Strand 2. Belonging – Children and their families feel a sense of belonging.

Stand 3: Contribution – Opportunities for learning are equitable, and each child’s contribution is valued.

Strand 4: Communication – The languages and symbols of their own and other cultures are promoted and protected.

Strand 5: Exploration – The child learns through active exploration of the environment.

The content is age appropriate for three different age groups: infants (birth to eighteen months), toddlers (one to three years) and young children (three years to school-entry age).

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The name ‘Te Whāriki’ comes from the Maori language and means ‘woven mat’. This can be visualised as learning and development being woven from the foundational principles, strands and goals. It can also be understood in a way that nursery teachers can ‘weave their own mat’, as Te Whāriki does not set any guidelines for content or methods. Lastly, it develops the idea that children interact with their environment, and there's an opportunity to learn in every environment.

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The Te Whāriki curriculum does not assess children’s learning and development against pre-set milestones - it encourages teachers to understand what children are trying to achieve, and what is possible. Their assessments are purely about supporting children and motivating them to reach their potential.

Ways to embed into practice
1. Play outdoors
2. pay attention to the emotional environment
3.Use Natural Resources
4. Messy Play
5. Music

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Te Whāriki: What is New Zealand’s Early Years Curriculum? (famly.co)

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Ruby VeazeyRuby Veazey is an Early Years Specialist with a BA in Education from the University of York, Heslington, England

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Te Whāriki: What is New Zealand’s Early Years Curriculum?

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Find out how this relationship-focused, natural pedagogy could influence your provision.

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Tina Bruce Lecture at the V&A Museum of Childhood

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Froebel Trust Webinar with Professor Tina Bruce : Introduction from Dr Stella Louis

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https://www.reference.com/world-view/tina-bruce-s-theory-play-505755d8a4722f4b
https://www.geteduca.com/blog/learning-through-play-tina-bruce/#:~:text=Professor%20Tina%20Bruce%20is%20a,childhood%20development%2C%20education%20and%20play.&text=Bruce%20identifies%2012%20%E2%80%9CFeatures%20of,in%20order%20to%20keep%20control.
www.Ebooks.com

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As opposed to "learning through play," Tina Bruce believes that children use play to practice what they have already learned. Play gives them a chance to understand their relationships, thoughts and feelings, and to use newly acquired physical skills.

Bruce believes that play is an active process rather than something that reaches a goal or produces a product, and that providing toys is not necessary because children can come up with their own props using simple materials such as sticks and pebbles. According to Bruce, adults should support and facilitate play but not be in charge of it; children should be allowed to be in charge of a free-flowing form of play, making up rather than following rules, and coordinating the various play-agendas of all involved.

According to Bruce, imaginative play lifts children's cognitive abilities to a higher, more abstract level of thinking, allowing them to imagine how others feel and to try out various aspects of their own personalities, such as being good, bad or selfish. Being immersed in play helps children use past experiences to problem solve and experiment. In addition, the deep concentration that children experience when given the opportunity to be fully immersed in play can be a predictor of later academic success.

MORE FROM REFERENCE.COM

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As opposed to "learning through play," Tina Bruce believes that children use play to practice what they have already learned. Play gives them a chance to understand their relationships, thoughts and feelings, and to use newly acquired physical skills.

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What is Steiner's play theory?

Steiner teachers aim to create an environment that facilitates children's self-directed free play. In Steiner philosophy, free play supports the proper development of the will, and children are trusted to work out identities, relationships, fantasy and reality for themselves through play.

What is the Steiner method of teaching?

The Steiner approach focuses on experiential learning; making, doing, creating and producing, with learning based on what is relevant and appropriate to the student's stage of development.

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https://youtu.be/xVhXhvxewdI

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What is Waldorf Education? Waldorf in a Nutshell

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The Montessori theory is teaching developed by Maria Montessori where the importance are Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind.

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Pros-
An emphasis on hands-on independent learning
Enhanced social interaction
Independence is a mainstay
A cultivated love for learning
Inclusive of special needs.

Cons
It can be expensive
It’s not accessible to everyone

Curriculum may be too loose for some

Independence isn’t everything

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https://www.teacheracademy.eu/blog/montessori-mafia/

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Activities that link to Montessori theory
Shape sorting
Puzzles
Cutting
Riding a bike
Jumping to different surfaces

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The EYFS theme of 'A Unique Child' is based on the principle that 'Every child is a competent learner from birth who can be resilient, capable, confident and self-assured'. Under the Montessori method, children are motivated to practise and refine their motor skills in many everyday, real-life situations. Practitioners sometimes disregard basic activities which promote motor development, as they do not view them as either play or learning. Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. In Montessori classrooms children make creative choices in their learning, while the classroom and the highly trained teacher offer age-appropriate activities to guide the process.

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https://www.teacheracademy.eu/blog/montessori-mafia/

https://www.rasmussen.edu/degrees/education/blog/pros_cons_montessori_education/

https://www.montessorisociety.org.uk/Articles/4441929#:~:text=A%20central%20idea%20of%20Montessori,they%20need%20to%20develop%20themselves.&text=The%20EYFS%20theme%20of%20'A,confident%20and%20self%2Dassured'.

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children learn by exploring and achieve their full potential through first-hand experience and active learning and they believed that children needed the opportunity to develop and learn by being healthy, clean and well fed.

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adopted an holistic approach towards the education of children. She pioneered the need to understand the importance of caring for, and educating, the whole child within the context of their social and economic circumstances, all of which must be underpinned by sound health

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how does the theory inform practice? (reference the EYFS)

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how does the theory inform practice? (reference the EYFS)

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https://youtu.be/F5V8V7NjTTc

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How did Margaret McMillan change early years education?

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Activities that could link to the Theory

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Activities that could link to the Theory

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Outdoor Play
Forest School

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“To move, to run, to find things out by new movement, to feel one’s life in every limb, that is the life of early childhood."- Margaret McMillan 1930

‘I endeavour to care for the less fortunate’. McMillian 1889

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She said the early years setting was a place that should both mirror the family through love and warmth, as well as offering new and exciting opportunities and resources that might not be available at home. Isaacs was clear that ‘the nursery school is an extension of the function of the home.

The nursery setting provided social experiences and companionship that Isaacs believed were vital to a child’s development.

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What does the theory inform practice? ( Reference to the EYFS) 

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What does the theory inform practice? ( Reference to the EYFS) 

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"Opportunities to play and explore freely, indoors and outside, are fun. They also help babies, toddlers and young children to develop their self-regulation as they enjoy hands-on learning and sometimes talk about what they are doing." - Development matters 2021

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Pro - She explained that children’s play was a form of self-expression that enabled them both to release their real feelings safely and to rehearse ways of dealing with a range of emotions.
Con - Her theory is only based on her experiences with a small group of advantaged children, her findings may have been different if focused on working class children due to vocational training being more of a priority for them
Pro - Brought psychoanalytic ideas to education settings.
Con - Too much freedom can lead to the worrying freedom of aggressive urges.

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"play has the greatest value for the young child when it is really free and his own’ - (Isaacs, 1971, p.133)

"By patient listening to the talk of even little children, and watching what they do…we can wish their wishes, see their pictures and think their thoughts" (Isaacs, 1971, p.15).

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Indoor and outside activities

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The approach is centred around a unique view of the child, as 'beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires'.The Reggio Emilia approach views children as capable of knowledge within themselves through their natural creativity.

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pros-The purpose of the Reggio Emilia approach is to empower children to take pride in their own education, so that they have positive experiences in the classroom and feel passionate to continue to learn and explore
cons-The Reggio Emilia learning approach may not be the right fit for every child. Children who benefit from more structure in the classroom, may thrive in an environment where the curriculum is set and guided by the teachers.

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how does the theory inform practice? (reference to the EYFS) 

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how does the theory inform practice? (reference to the EYFS) 

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Bring their own interests and fascinations into early years settings. This helps them to develop their learning.(development matters 2021)

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https://www.youtube.com/watch?v=7n2hCebmT4c

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activities that could link to the theory

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activities that could link to the theory

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indoor and outdoor activities
show and tell

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https://www.invitationstoplay.org/post/2018/04/09/an-introduction-to-the-reggio-emilia-approach

https://www.goodwin.edu/enews/pros-and-cons-of-reggio-emilia/

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1007446/6.7534_DfE_Development_Matters_Report_and_illustrations_web__2_.pdf

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An Introduction to the Reggio Emilia Approach

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This is the third of a series of three blog posts, looking at the main principles of the most well known child-led educational philosophies today. You can read the post on Montessori here, and on Steiner/Waldorf here. Today, the Reggio Emilia approach...

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Froebel believed that a child would begin to understand spatial relationships, movement, speed, colour and contrast, and weight and gravity through their interaction with the ball, by holding, dropping, squeezing and rolling it, or seeing it be manipulated by a parent.
The key features of Froebel's play theory stress the importance of developing the child in all areas: socially, academically, emotionally, physically and spiritually. The main components of this are the areas of motor expression, social participation, free self-expression and creativity. You will certainly see that there are some links between Froebel's theory and more modern early education models.

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pros of frobel

Fostering creativity.

Encouraging teamwork.

Inspiring students to be independent.

Developing appreciation in the arts.

Appreciating nature and the environment.

Allowing students to apply theory in practical situations.

cons of froble

Lack of One-On-One Time

Specific Hours/Days

Learning too Early

Limitations on Creativity and Free Exploration

Learning too Early

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how does the theory inform practice? (reference the EYFS

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how does the theory inform practice? (reference the EYFS

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Froebel believed that it was important for practitioners to understand the principles of observation including professional practice, the multiple lenses through which they see children- and that children see their worlds, as well as offering children freedom with guidance and considering the children's environments
https://early-education.org.uk/friedrich-froebel/#:~:tex

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https://youtu.be/lieFOzjLHM8

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Froebel’s Kindergarten: The Origins of Early Childhood Education

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Activities that could link to the Theory

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Activities that could link to the Theory

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The first gift was a small soft ball or yarn ball in solid colour, small enough to fit the hand of the child. Froebel believed that a child would begin to understand spatial relationships, movement, speed, colour and contrast, and weight and gravity through their interaction with the ball, by holding, dropping, squeezing and rolling it, or seeing it be manipulated by a parent.

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https://www.twinkl.co.uk/teaching-wiki/froebels-play-theory
https://early-education.org.uk/friedrich-froebel/

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Download FREE teacher-made resources covering 'Froebel's Play Theory'

Who was Friedrich Froebel?

Friedrich Froebel (1782-1852) was a German educationalist. Credited with opening the very first kindergarten in Bad Blankenburg in 1837, Froebel believed that early education should consider the child's physical, intellectual, social, emotional and spiritual development. Many of his ideas on the importance of play and learning through nature continue to influence further Play Theories in Early Years as well as nursery practice today.

Froebel placed great value on child-led activity and believed practitioners should work with children to give them the freedom to explore, discover and create for themselves, whilst offering sensitive guidance. This focus on observing development through play, rather than leading structured teaching sessions, is still very much a theme of early education today.

Froebel's Play Theory

The key features of Froebel's play theory stress the importance of developing the child in all areas: socially, academically, emotionally, physically and spiritually. The main components of this are the areas of motor expression, social participation, free self-expression and creativity. You will certainly see that there are some links between Froebel's theory and more modern early education models.

Froebel's play theory is made up of these principles:

Learning through play: Free play encourages the child to discover how things work, through purposeful activities which are active, hands-on and of interest to the individual child.

Respect the individual's developmental pace: Children learn differently and at different rates. Development is most effective when the child is allowed to set the pace for themselves.

Practitioners serve as a guide: Rather than viewing practitioners or teachers as keepers of knowledge, Froebel prescribes a more guide-like approach, to help lead a child to deeper understanding. Froebel believed that self-motivation would help children progress most effectively and the child should be allowed to make mistakes, so they can learn through trial and error.

The classroom should be a prepared environment: Though free play is at the heart of Froebel's play theory, the learning environment is carefully designed with the appropriate resources that are optimal for each child's level of development.

The importance of movement: Froebel placed great value on movement in child development. Finger plays, songs, dance, and movement of objects are key features of Froebel's approach.

Froebel also developed a set of materials known as the Froebel Gifts and Occupations. These were presented to children at certain developmental stages to encourage development with a focus on construction.
Froebel's Gifts (Fröbelgaben)
Froebel drew on his mathematical and scientific knowledge to develop a set of six gifts, wooden blocks of different shapes, for children to explore. These were introduced to children in a structured way, despite being open-ended resources. Block play, popular in many nurseries today, has been heavily influenced by Froebel's gifts. The gifts are described as follows:

The first gift was a small soft ball or yarn ball in solid colour, small enough to fit the hand of the child. Froebel believed that a child would begin to understand spatial relationships, movement, speed, colour and contrast, and weight and gravity through their interaction with the ball, by holding, dropping, squeezing and rolling it, or seeing it be manipulated by a parent.

The second gift, called "the child's delight", consisted of a wooden sphere and a wooden cube. Froebel gave this gift its name when he observed the joy of each child as they discovered the differences between the two wooden objects. Later versions also included a wooden cylinder.

The idea behind these shapes was to enable the child to observe the different features of them. The sphere always looked the same when viewed from any direction, whereas the cube would look different. The sphere could be rolled and made a noise when rolling on a hard surface, whereas the cube would remain where it was placed.

As the first building gift, gift 3 was made up of eight identical wooden cubes, designed to be pulled apart and built back together in different ways.

Gift 4 appears the same as gift 3, a cube made up of smaller pieces to be pulled apart and reassembled. This version, however, was made up of rectangular planks, twice as long and half the width of the cubes in the previous gift. This allows for many new construction possibilities.

This building gift consisted of more cubes, some divided in halves or quarters. Froebel intended this gift to build further on maths concepts and help the child build more complex structures.
Froebel's Occupations
This set included more complex wooden blocks, including prisms.

Froebel also used "occupations" with children to support their play, including sand, shells, stones, sticks, clay and paper folding. These materials were designed to allow children uninterrupted periods of play where they can explore concepts, express creativity and learn about how things work. Giving children a range of materials to choose from allowed them to explore different concepts and choose activities which were appropriate for their own stage of learning. We often see this reflected in early years settings today, where a range of child-led activities are made available to children, with enhancement ideas often made available to help deepen a child's understanding of a concept.

Froebel also placed great importance on outdoor learning, particularly nature walks and gardening. He thought that children need space and light in order to learn effectively, and that children developed their understanding of the world through direct experience with it. Outdoor learning also tied in well with the principle of movement being important to child development. But let's take a closer look at this!

Froebel's Outdoor Play

One of the most important concepts Friedrich Froebel had about education regards outdoor play. The pioneering educator thought that a 'kindergarten' should literally offer a garden space for children where they can play, learn and develop their various skills. His idea was to allocate a small part of the garden to each and every child where they can grow something. By taking care of a plant, watching it grow or struggle, the little ones learn a bit about hard work and what they can achieve, how to take responsibility for something, or how to accept if something doesn't turn out that well.

In a garden, children explore nature, learn about the changes of weather, meet new animals and plants and even face heavier subjects like life and death.

And he didn't just have this idea; he also made it happen. His first garden for children was opened in Blankenburg, Germany.

In Froebel's outdoor play theory, he saw children as curious, creative and active beings who best thrive when they're in an engaging and stimulating environment, close to both each other and nature. He thought that through gardening, the little ones can practise problem-solving via creative activities that are truly hands-on. In addition to these, playing and making discoveries in a garden allow children to learn about their five senses; they experience new colours, smells, shapes, substances and energies.

All of these could not be found in a safe, indoor environment that has way less potential to tickle children's creative side and their thirst for knowledge. It is only outdoor play that can offer practical opportunities where the little ones can explore the natural world around them.

Outdoor Play Resources for Children

If you're planning to implement Froebel's outdoor play ideas into your everyday teaching, let us help you. Rely on teacher-made materials that'll take the little ones outside, offering them both fun and education.
Froebel's Influence on Early Education
These resources below will make certain topics and subjects more engaging and interactive for children, while they put an emphasis on exploring the outdoor space:

As perhaps the first to recognise the significant brain development that children experience in their first three years, Froebel is credited with going on to invent the modern kindergarten, preschool or nursery environment. Froebel's play theory is also thought to have influenced many other well-known early years educational theorists, such as Maria Montessori and Rudolf Steiner.

Froebel also believed in the importance of the parental role in the child's development, and saw mothers as the best first teachers. Due to this belief, Froebel's kindergartens offered women a new career option outside the home at a time when few options were available.

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What is Froebel's Play Theory? | Indoor & Outdoor Play Ideas

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Download FREE teacher-made resources covering 'Froebel's Play Theory' Friedrich Froebel (1782-1852) was a German educationalist. Credited with opening the very first kindergarten in Bad Blankenburg in 1837, Froebel believed that early education should consider the child's physical, intellectual, social, emotional and spiritual development.

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What is the HighScope approach to education? (bundoo.com)

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HighScope is an approach to education used in both public and private childcare centers, preschools, and kindergarten programs, as well as the national Head Start programs in the United States.

HighScope refers to the independent organization created by the late David P. Weikart, designed to continue a research project he began in Ypsilanti, Michigan public schools. That project, referred to as the Perry Preschool Study, was the birth of the HighScope curriculum.

This Perry Preschool Study began in 1962 and included 123 high-risk African-American 3- and 4-year-old children. According to the U.S. Department of Justice, all participants belonged to a low socioeconomic status, with low IQ scores, no mental disabilities, and high risk for school failure. Participants were split into two groups. Fifty-eight children participated in the program and the other 65 children did not. The two groups were matched to control age, socio-economic status, and gender differences.

Data was collected on participants' academic performance through the age of 27. The results show that those in the HighScope program performed better academically, achieving better grades, higher test scores, and higher graduation rates. The rate of juvenile delinquency was also lower for the HighScope program participants, and upwards mobility in socioeconomic status was more likely as many participants were employed and not dependent on public assistance.

The program used in the Perry Preschool Study, known as active participatory learning, is the cornerstone of the HighScope curriculum. The goal is to not only help children excel in school but to encourage "independence, curiosity, decision-making, cooperation, persistence, creativity, and problem solving-the fundamental skills that help determine success in adult life," according to HighScope.org.
What to expect from today's HighScope setting:

A focus on the "plan-do-review" process, allowing children to make choices about what they will do, execute those choices, and then reflect in order to learn how to set and achieve goals and pursue natural interests.

Eight main curriculum categories: approaches to learning; social and emotional development; physical development and health; language, literacy, and communication; mathematics; creative arts; science and technology; and social studies.

Teachers who "share control" with children as equal partners and encourage problem-solving.

Consistent daily lesson plans that include group activities, self-care, and socialization segments.

Teachers with varied educational backgrounds-some with associate's or bachelor's degrees and some with less formal education other than a high school diploma and HighScope training.

A classroom with areas designated for specific types of activity, such as art, house, or reading and writing.

Reviewed by Eva Benmeleh, March 2020
Takeaways

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What is the HighScope approach to education?

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HighScope is an approach to education used in both public and private childcare centers, preschools, and kindergarten programs, as well as the national Head Start programs in the United States. HighScope refers to the independent organization created by the late David P. Weikart, designed to continue a research project he began in Ypsilanti, Michigan public schools.