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Cohen, LE & Waite-Stupiansky, S 2017, LE Cohen & S Waite-Stupiansky (eds), Theories of early childhood education: developmental, behaviorist, and critical, Taylor & Francis Group, London, viewed 19 September 2021,
<https://ebookcentral.proquest.com/lib/vu/reader.action?docID=4816699>

Department of Education, Employment and Workplace Relations 2009, Belonging, Being and Becoming: Educators’ guide to The Early Years Learning Framework for Australia, Commonwealth of Australia, ACT , viewed 20 September 2021, <https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resources-Kit/educators_guide_to_the_early_years_learning_framework_for_australia_2.pdf>

Department of Education and Training 2016. Victorian early years learning and development framework: for all children from birth to eight years. Melbourne, VIC, viewed 20 September 2021, <https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf>

Kanopy 2001, Pretend Play [Video file]. Siren Films, viewed 17 September 2021, <https://vu.kanopy.com/video/pretend-play>

Kanopy 2005, Learning Through Play: The 3 to 4 year old (Documentary Film) [Video file]. Siren Films, viewed 17 September 2021, <https://vu.kanopy.com/video/learning-through-play-3-4-year-old-documentary-film>

Kanopy 2005, Learning through Play: The 3 to 4 year old (Observation Film) [Video file]. Siren Films, viewed 17 September 2021, <https://vu.kanopy.com/video/learning-through-play-3-4-year-old-observation-film>

Mooney, CG 2013, Theories of childhood: an introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky, 2nd edn, Redleaf Press, St. Paul, Minnesota, United States, viewed 18 September 2021, <https://ebookcentral.proquest.com/lib/vu/reader.action?docID=1105424>

Nolan, A & Raban-Bisby, B 2015, ‘Theories and perspectives’, Theories into practice: understanding and rethinking our work with young children and the EYLF, Teaching Solutions, Blairgowrie, VIC, viewed 18 September 2021, <https://ebookcentral.proquest.com/lib/vu/reader.action?docID=6686419>

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When planning for children's learning, it's important that we view the children as competent capable individuals. As discussed above, although the three children in the observations are the same age, they are all at different stages in their social development. As such, we need to make plans that set all children up for success. Consistently implementing the EYPC (above) is fundamental in effectively planning for children's learning.

I believe that incorporating and encouraging pretend play within the programme is an effective way to allow each child to develop their social skills in particular as there are no boundaries as to where these ordinary moments can take them. They are free to do and say whatever they want, and the outcome is unpredictable. They will challenge others thoughts and ideas, as well as their thoughts and ideas being challenged. During pretend play, children are learning and adapting social skills and concepts from each other. Vygotsky refers to this as learning from the "more knowledgeable other", and believed "With the support of a more knowledgeable other, the child is able to learn to do things that go beyond what they could do on their own and, therefore, go beyond their actual current developmental level." (Nolan & Raban 2015, p.31) These are the types of moments that we as educators learn the most about the children, whether it be their current developmental needs or their interests. From there we are able to plan for children's future learning, having a better understanding of the child as an individual.

Including pretend play into a programme would involve the Montessori approach of giving children large blocks of uninterrupted play to allow them to fully immerse themselves into their ideas and exploration. Providing materials and resources that are open ended and age appropriate, and creating environments both indoors and outdoors that allow children to transform them into the scenarios and worlds they are envisioning.

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When understanding the benefits of pretend play in relation to children's development, we can draw upon the theories of Dewey, Montessori and Piaget who all believed that children learn by “doing” along with the use of real-life materials, and that independent thinking and experimenting should be encouraged.

Dewey believed that when planning for children’s learning we must consider the interests of the children. In these three scenarios it appears that the educators/parents are incorporating the interests of the children in to their learning. Seb has an interest in cooking and building for example, so the teachers/parents have ensured there are materials and resources available for him to utilising and make meaning of during his pretend play. Although teachers may have not initially realised that James was interested in dress-ups and dancing, they can take this moment to plan for future learning.

Montessori believed in educators preparing the environment and providing appropriate materials and then stepping back, letting the children play uninterrupted for large blocks of time, allowing them to experiment and explore. Again in both Seb and James' observations the resources and materials along with the environment have allowed them to participate in uninterrupted moments of play to explore and experiment with social concepts and ideas.

Piaget theorised that children construct their own knowledge by giving meaning to the people and environment around them, and that these interactions are what create their learning (Mooney 2013). Seb and James are both constructing their own knowledge and giving meaning to the people/environment around them. Seb is establishing leadership skills and using materials and the environment to experiment different concepts and ideas. James is challenging stereotypes by wearing a dress despite what his teacher told him.

A strong supporter of pretend play was Lev Vygotsky. According to Vygotsky, “make-believe play contributes to the development of higher mental functions by promoting intentional, deliberate behaviours” (Cohen & Waite-Stupiansky 2017, pg.65). Vygotsky also believed that during pretend play, children were able to have conversations that they would not normally have, explore issues and construct meaning of the world around them without boundaries.

Early childhood education is the beginning of a child’s educational journey. In ECE we are focusing on all areas of children's development, “such as emotional and psychological development, cognitive and physical development, language and social development, play, autonomy and independence.” (Nolan & Raban 2015, p.6) These areas of development are also what make up the 5 developmental outcomes in the Victorian Early Years Learning and Development framework (VEYLDF), being Identity, Community, Wellbeing, Learning and Communication (DET, 2016). Through observations of these ordinary “pretend play” moments we are able to get a bigger picture of the child, their interests and their developmental needs. This in turn allows us to effectively plan for their learning and setting them up for success in their future education.

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These 3 observations all share the commonality of pretend play. Through these 3 ordinary moments it is evident that there is more than just “play” occurring.

The children are communicating with each other about cooking or building (language development), establishing connections and friendships through working together to achieve end goals like Seb and Chelsea building the house (social development), they are problem-solving and exploring their identities such as James ignoring the teachers comment about boys not wearing pink by wearing the dress anyway (emotional development).

When we look closely at these observations a common thread is the social aspect. Through these pretend play moments children are making sense of things and people around them and figuring out where they fit in within the social circles.

Seb is establishing strong leadership and communication skills within the social environment, while others look to him for instruction and guidance both in the sand play experience as well as the building experience.

James is much more quiet and reserved and seems to be trying to gauge the reaction of his peers and teachers to him wearing a dress and participating in a pretend play moment that is "for girls". When the teacher tells him he cant wear a dress because they're for girls and to go and find something blue, there's a hint of hesitation from James, but he choses to wear the dress anyway.

Chelsea is happy to allow Seb to take the leadership role in the building play, but shares her ideas confidently and responds enthusiastically.

All three of these children are the same age, yet are all at different stages in their social development journey.

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These observations were taken from online videos by myself, Tennille Johnstone. The settings for these observations include daycare settings both at sand tables and in home corner supervised by teachers, and in the back yard of a home supervised by a parent.

All three children mentioned in these observations (Seb, Chelsea & James) are 3 years old. Although these three children were the focus of the observations, in some scenarios there were other unnamed children present (at the sand tables and in the home corner of the daycare observations)

Scenario 1- Seb at the sand tables at daycare pretending to bake cakes and cookies with his peers. 3 Adults are close by and have been told not to intervene unless necessary. https://vu.kanopy.com/video/learning-through-play-3-4-year-old-observation-film from 13m (observation approx. 9 minutes total)

Scenario 2- James in the home corner playing dress-ups and going to a "dance class" with his teacher and peers. https://vu.kanopy.com/video/pretend-play  from 9m40s (observation approx. 5 minutes total)

Scenario 3- Seb & Chelsea in Seb's backyard with his mum present, building a house out of materials in the yard.
https://vu.kanopy.com/video/learning-through-play-3-4-year-old-documentary-film from 23.m48s (observation approx. 3 minutes total)