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Surplus Energy Theory - The idea with surplus energy theory is that play is the opposite of work; that is, when you are at play you are engaged in a recreational activity, and when you are at work you are engaged in some sort of labor, something that you may not enjoy

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different learning corners in class ( maths, literacy, imaginative play, arts, discovery/ sensory)

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different learning corners in class ( maths, literacy, imaginative play, arts, discovery/ sensory)

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The physical environment is a direct image of the teacher's planning and the student's learning.

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Spaces with less than 25 square feet per child generally lead to increases in aggression and unfocused behavior for children (Smith & Connolly, 1980) so in that case, seeing as classrooms have a limited area that can be used, it would be prudent to separate the spaces into distinct learning centers in order to avoid chaos.

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-Functional Play
-Constructive Play
-Dramatic Play
-Social-Dramatic Play
-Games with rules

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It should be well organized, comfortable, and personable and offer a variety of manipulatives for cognitive, social, emotional and physical development.

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Give children more of the responsibility for their own learning.  

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Give children more of the responsibility for their own learning.  

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Children can create rules when entering a play situation. This process of following rules and taking a role is an intrinsically motivated experience for children. Most important, children learn the roles and rules of others.

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For teachers, crowded physical spaces promote more directive teaching and limit opportunities for social interaction among children, so it's important to look at not only the learning centers, but the space and flow between these centers: if there is enough space for children to move around, it's easier for play and communication to take place more smoothly.

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It gives children readiness for different subjects and activities.

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It gives children readiness for different subjects and activities.

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Pre-exercise Theory - play encourages children to emulate behaviors that are similar to adult roles, which in turn they will assume in the future.

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-. Solitary play
-Parallel play
-Associative play
-Cooperative play
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Teachers and children spend more of the time in school than at home. We will need to create a comfortable place, the kids can feel an emotional and social environment growing up.

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-Teachers can help children learn through the process of play by planning and organizing learning areas.

-adapting play to individual learners

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-it gives the children numerous opportunities to feel good about themselves.

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creation of centers consider following things; 

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creation of centers consider following things; 

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1. Determine developmental goals and objectives.
2. Know principles of learning and children’s learning styles.
3. Design and set up learning centers.
4. Evaluate the learning environment.

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Recapitulation - Play is an inherent
manner of discontinuing primitive skills and drives that individuals have inherited from the time
civilization began. When individuals use play to migrate through these primitive stages, they become
prepared for the endeavors of adult life.

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-it encourages the development of metalinguistic awareness—the ability to reflect
consciously on the linguistic operations and analytical orientations of language—which generates
literacy development

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Spaces that allow them to experiment, explore, and discover things around their environment. Kids are constantly moving or on the go and need many opportunities
to practice newly emerging skills.

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Relaxation Theory - through play, individuals restore the energy that they exhausted during their work. Hence, after working for a period of time, individuals need to play to relax and to generate sufficient reserve energy for work.

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-Gross Motor Skills
-Fine Motor Skills

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Setting up indoor and outdoor play purposely

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Setting up indoor and outdoor play purposely

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Young children learn the most when they are actively
interacting with other people and manipulating objects
in their environment (Kamii & DeVries, 1978; Piaget,
1952)

The challenge is to be able to recognize that play provides developmental context and content for early learning, which then raises questions about the exact definition of play (Slentz & Krogh, 2001).

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Psychoanalytic - Play activities and explorations help the children to better understand distressing events and to search for alternative meanings that embrace pleasurable feelings and forgo unpleasant ones

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Safe environment. Teachers are always able to keep their eyes on each child. Children also need easy access to the materials like, toys instruments, books.

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Safe environment. Teachers are always able to keep their eyes on each child. Children also need easy access to the materials like, toys instruments, books.

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Arousal Modulation - play lets individual children find sources of stimulation to capture certain
information to learn about the world around them.

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Cognitive - Piaget states that
children acquire knowledge though the dual processes of assimilation and accommodation (see
Chapter 4). In assimilation, children learn new material from the outside world and fit it into their
existing knowledge. For accommodation, children adjust their knowledge to the new information
being presented.

According to Vygotsky (1962) and other researchers who have studied
cognitive development, a variety of intellectual skills are enhanced during
symbolic or dramatic play. Make-believe helps children understand the objects they depict in their dramatic play. Objects used in symbolic play represent ideas and situations. Vygotsky (1967, 1978) noted that these objects support children’s development of thought.

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Metacommunicative - Play is the metacommunicative (connecting the thought processes of two people and using language to describe events) perspective of what people consider their cultural and personal reality, meaning that play and pretend are important for
children’s intellectual growth.