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Pedagogical positioning in play – teachers being inside and outside (1)

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•Share a situation where you will consider ‘free’ is ‘free play’?

I would consider a ‘free play’ in allowing children the opportunity to explore their environments and different type of toys materials. Such as bringing them to playground or park and the types of open ended toys such as home-made playdough, pots and pans, sands and scoop and sponge.

•What influences the children’s play choices in early years settings?

When children choose how to play for themselves, they experience freedom in making those choices. They also begin to see connections between choice and the consequences or results of that choice. The type of toys or materials offer can help their children make more meaningful decisions. Open-ended materials can be used in many ways so children can decide for themselves how to use them. For example, a child can use foam pieces, little wooden sticks, and other reusable resources are all open-ended materials that inspire creative thinking and delight when children use them to make something no one has ever made before.

•What is the relationship between ‘free play’ and ‘child-centred pedagogy’ to you?

Child centred pedagogy where teacher is able to identify the children needs and gets the children attention whereas free play is a self-chosen, spontaneous pursuit that children can change, alter and manipulate freely. Children should and will change the story, characters, materials, events, locations and purpose of their play at will.

•How might relationships (peers/ teachers) impact on children’s ability to exercise agency during play?

Talk with the child, as this helps their brain integrate. When different parts of the brain are integrated, they function harmoniously and leads to more co-operative behaviour and more empathy.

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•Share a situation where you will consider ‘free’ is ‘free play’?
A: put all the costume in a box, or hang up, let them free to choose whatever they want to be

•What influences the children’s play choices in early years settings?
A: too many rules

•What is the relationship between ‘free play’ and ‘child-centred pedagogy’ to you?
A: both good, just explore the children in different ways

•How might relationships (peers/ teachers) impact on children’s ability to exercise agency during play?
A: young children always like to copy from peers/teachers. positive teaching will be really important, with safe environment and happy trust relationship

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1) Learning corners.
- Children are free to go to any learning corners  to play and explore without any restrictions. They explore, they learn, they figure put things on their own or with their friends ( see and follow)

2) I think, its about the play settings around them. The kind of toys they see in class or at home. It gives them the freedom to explore and choose.

3) Both Free- play and Child-
centered pedagogy is to be involve in a child's development. Allowing children to freely on their pace and feely make choice.

4) Engaging with the kids, if possible play with them and read their creativeness or ideas. Acknowledge them.

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•Children are given the freedom to choose what they want to explore and play with.

•Their interests, for eg. a child enjoys building things and engaging in constructive play so he/she will naturally go for blocks/Lego during free play.

•Free play is child directed, therefore a child-centered pedegogy focuses on having an environment whereby the child is teaching themselves. These two work together for children’s holistic development.

•Relationships encourage children to build healthy communication skills, which eventually has an impact on how they behave around their peers/teachers.

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•Share a situation where you will consider ‘free’ is ‘free play’?

- When the first time the children went to the playground after Covid rules relaxed.

- The way the children ran in the field and laughed, and interact (at a distance with mask) and jump and hop around.

•What influences the children’s play choices in early years settings?

- I think the greatest influence is the Teacher and the way she sets up the environment for her children.

- The important element to influence their choices would be accessibility, freedom of choice, beauty and aesthetic, harmony in the environment

•What is the relationship between ‘free play’ and ‘child-centred pedagogy’ to you?

- If we claim to be child-centred in our pedagogy – then free play must be an element that is in the pedagogy.

-The element of free play is crucial for child development especially in the area of social emotional development where the child gets to make age appropriate choices within a prepared environment, interact with peers, enhances communication skills, problem solving skills and creative thinking

•How might relationships (peers/ teachers) impact on children’s ability to exercise agency during play?

-        The teacher’s positive relationship with her children is crucial in giving her children confidence to trust the environment and take the step forward to explore and interact with the world around them

-        The teacher plays many different roles – a cheerleader, as a referee among their peers, as a advisor, a facilitator to foster the ability to exercise agency during play.

-        Positive relationship with peers is crucial in building a harmonious environment so to foster healthy interactions among peers.

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1. Recess time, children get access to the playground

2. Restrictions that are set by adults, whether they are parents or educators. Environmental factors, what the family can provide or offer the child

3. Free play and child-centered pedagogy are both done with the benefit of the child as their priority. However, the difference is that free play is unstructured and allows children to explore what they want to try and experience; whereas child-centered pedagogy lets children figure out how they want to learn.

4. Teachers should create a safe space for children to explore without much restriction. Different students may have different ways of playing thus, some safety rules should be implemented.

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1) where the child is able to learn with little to no rules on what they should do.

2) the environment like their peers, classroom setting, how the teacher interacts with the child as they 'play'

3) both can be incorporated at the same time. For example, children are able to learn numbers and shape through visuals and audio. like creating something using legos and the teacher asking the child what they have created, what shapes they use, how many colors are incorporated, etc

4) relationships allows children to be socially aware (integration with peers from different backgrounds and cultures), self awareness allows the child to have more control in their development and understand how the surrounding affects them

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Share a situation where you will consider ‘free’ is ‘free play’?
-The opportunity to play without boundaries or guidance.
-When children are given the freedom to explore without interruption.

•What influences the children’s play choices in early years settings?
-Freedom to explore.
-The necessary tools which promote play, eg sensory tub, blocks

•What is the relationship between ‘free play’ and ‘child-centred pedagogy’ to you?
- Free play focuses on the whole child's development and child-centred pedagogy is all about the holistic development of the child. they go hand in hand.

•How might relationships (peers/ teachers) impact on children’s ability to exercise agency during play?
-Simply being observers only stepping in when is absolutely necessary just to guide but not interfere.

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1.Situation whereby many different toys are put on the ground, and the kids are free to choose whichever they want to play with. No 'play' restriction on items.
2. Teachers around teachings,  parents at home.
3. To create an environment to allow children to grow in a way we will not know how to expect, Because they are ideas from the children themselves.
4. Some of the children will tend to be more shy in expressing themselves yet, can lead to different effect on how the children perform in their 'play'.

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I saw:
- Recycled materials used to create the instruments
- Children are free to explore ways to play with the instruments

Ideas to try:
- Limiting rules / expectations
- Conducting music lessons outside of the classroom

1 question:
- How do we encourage children who may not be interested in the activity?

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1) homemade musical instruments made out of recycled items
2)allowing the child to explore how to play an instrument instead of teaching them
3)teachers will give an example before children start exploring it in their own way

try
-more DIY toys: handmade maracas (a container with things like sand, stones, rice, etc or bowling (bottles that are half-filled)
- more games that encourage sharing and group work

question
how to make it interesting for children who prefer social media over play?

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they learn to explore around with different sounds using recycle stuff

what if a child doesn't like sounds that are too loud?

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Yes I do consider them free play. Apart from choosing the instrument they want, they were free to explore instrument in various ways.

1) I saw
- Different materials used to make an instrument.
- Outdoor instrument play
- Freely chosen (no music, no singing only exploring)

2) Try
Would definitely love to try outdoor instrument play. I think its a creative kind of play. And applying this in lesson (music with maths or letters)

3) Question?
- How do  I imply rules especially for kids aged 3-4. They may not follow, as they tend to get excited.

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I love the idea of using music in 'Free Play.'

3 things
- Music instruments are designed to create play
- Recycle materials where the children explore with sounds
- They combine Music and Mathematics

2 ideas
- Spontaneous and exploration of rhythm
- PVC Stamping tubes to create bamboo and sounds

1 question
How do we control the noise in the classroom and let the children explore freely?

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I Saw
1.Limited rules so that they can freely move about to explore
2. The instruments are made with recycling materials.
3. The kids are freely moving about and enjoying their activities and they have solo area too.
Try
1. Limit my rules and give them more exploring activities to them .

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3 things that are interesting
they look at each other and watch how they play
sharing with one and other
very interested in the sounds from the instrument
2 ideas that i can try
recycled materials are best
have more group playing
1 question
why dont the kids interact

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3 things you saw: music with Maths, music with patterns, music with try and explore

2 ideas you can try: hand made reusable toys, less rules for children, mix different ages children to play together

1 question you have: how often will be good for children to play like this?

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3 things I saw

Children are keener to explore and try new things

Children learn from each other

Teachers would play along, while children lead

2 things I can try

Creating minimum rules that do not restrict the child’s play

1 question

When is play “too much” or beyond classroom etiquette and rules?

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2 ideas you can try

-  Balloon bassons!
- Placing percussive instruments at the outdoor

Q: Is this an experiment on a daily affair? How to manage the noise with so many instruments at the same time.  This is not sustainable for many schools coz of noise pollution :)

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I saw

-The range of different types of materials that were available was extensive. This giving children to explore music in many ways.

-The freedom to explore.

-not only did it allow solitary play but interactive play.

Try

-To give children more than one opportunity to explore one concept.

Questions;

-How was this learning consolidated after.

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not sure if this is okay but,
blankets, high tables, cardboard

allow kids to create their own 'castle' / 'tent' to allow them to have their own space for their imaginations. e.g. rocketship, dollhouse, shop house

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costume clothes and home corner, children will get the role play, team work, and social emotion when playing

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Soft toys that comes with a dress set.

Also those kind of connector toys, I notice children can make many imaginary things.

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Play22 Building Toys for Kids 400 Set Straws and Connector + Wheels - Colorful and Strong Kids Construction Toys with Special Connectors - Great Gift Building Blocks for Boys and Girls - Original

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Play22 Building Toys for Kids 400 Set Straws and Connector + Wheels - Colorful and Strong Kids Construction Toys with Special Connectors - Great Gift Building Blocks for Boys and Girls - Original : Amazon.sg: Toys

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Cardboard boxes
blocks
lego
out-door
pretend Kitchen set ?

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cartons, boxes
supermarket stuffs like the milk bottle cereal boxes
paper money
ice cream sticks

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Masks
Puppets

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Montessori practical life activities like pouring, scooping, pegging, buttoning, zipping

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Sand, water, play dough, costume cloths, home corner, puzzle, salt and paper, soft and hard toys, wooden things, magna tales

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Something that I have in my class is a sensory board on the different kind of surface. (PG).
- Fur cloth
-Sponge
- Bubble wrap
- comb

I would love to try sensory tub.
- play dough
- bubbles
- decorate the tub (kinda idea)

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Kitchen utensils, pots
Plastic drinking cups or eating bowls
Home made play dough
Box/carton

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Water container with scoops and toys
Doll house
Sand pit

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Large puzzles with only 3-4 pieces as children will start being intrigued about how they fit together.

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kids to do cosplay

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Sand
bubble wrap
play dough
dirt
water with bubbles
slime

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- children do not acquire toys with a specific use as their imagination helps them create thier own scenarios
- that the child has full control of what they are doing and educators/adults facilitate them, this will be a good way to see how well the child learns based on how complex thier play gets

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1)Open-ended gives the opportunity for the children to keep exploring their creativity and imaginations on their own (freely chosen).

2) Cardboard uses. This made me think how children can actually go creative beyond what we think.

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we shouldn't be interrupting play time when kids are engaging  play with their peers

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1. Simple, open-ended toys allow children to use their imagination and develop their creativity.
2. Play time should be facilitated rather than instructional.

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1. Children are capable in leading their own play. Commercial and expensive toys are not necessary

2. Adults should not facilitate children during playing as much as possible

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The video mentioned that play were identified as play being self-chosen and self-directed, voluntarily by the children itself.

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I love how they mentioned that toys limits play and keeping play open-ended is the way to go.
Try giving preschoolers big cardboard boxes for a weel and see the magic that unfolds in front of you.  The many uses for those card boxes is astounding.

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Open-ended toys children are able to use their imaginary and explore without restrictions to their play where else other general toys restricted to their creativity and imaginary.

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I love how they mentioned that toys limits play and keeping play open-ended is the way to go.
Try giving preschoolers big cardboard boxes for a weel and see the magic that unfolds in front of you. The many uses for those card boxes is astounding.

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playing with simple objects allow them to have more room for imagination and creativity

simple bonding time with simple objects can be very enjoyable

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1) Open ended objects sparks creativity and encourage children to play in different ways. Best type of objects to encourage pretend play are blocks and crayons.

2) Adults has to support children by facilitating play, but it is important not to dominate and direct the play.

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- I like how they stated that we (as educators) should not "Dominate" play, and rather help facilitate or only help when needed
- Another interesting point was how they encouraged parents to ask about play in school before sending their child to the particular school

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- made me reflect on the time we give the children to play

- Promote pretend play. Makes me rethink on how i can encourage it more through the day

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Totally in agreement with the video that:
1. Simple open ended objects are better than commercial toys that limit children’s play capabilities - this reminded me of how passive toys are always better than active based toys ( battery operated)
2. Adults facilitate play not dominate play and direct their play.

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1. take away expensive toys, everyday easy play blocks are already good
2. take away the instruction from adults, children can explore by themselves when playing

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stress free way of learning from what they want to express and from what they perceive in their memory

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-adult role in child life is important as their reaction to the child's development affects the child's reaction to what are doing (e.g. if they do something well the adults smile/praise them)
-No necessary as play can be used to develop different needs of the child. But it should be implemented as such activities allow the child simulate both sides of thier brain

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-What does this say about the adult role in play for children’s brains

development?
As an adult, brain already developed, but as children's brain is still developing when sleep, eat and play. play will engage them to be a better risk taker, explore their thinking as a better thinker, balance their body, easier for them to join into the social.

-Must play be complexly planned for cognitive development?
not really.

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its a must for children to explore and learn to find different ways to play with objects which they can learn and to be open for creativeness.

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developing their brain, social emotion develop, group social learning

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we can continue to refine skills through play and playful communication,

catalyst for positive socialisation.

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What does this say about the adult role in play for children’s brains

development?
1. Adult should not undermine the power of play and should be the  facilitator to provide opportunities for children to play

Must play be complexly planned for cognitive development?
Yes and No,
No because , it can be spontaneous, free
Yes because if there is an objective then some kind of planning is required

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1) Support child with their play by engaging with them. This is also to show that we acknowledge their creativity or decision during play...

2) Play maybe planed to read the children's development.

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- Play is a necessity for a child because it helps to develop many important skills. ex: Social skills
- Play can be planned for specific targets of development.

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Play allows children to use their creativity while developing their imagination.

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It helps them to interact with the people around them, and develop their creativity and imagination.

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Freedom and development. Improves children’s health as well as encourages them to be more focused and less fidgety.

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I think children play because it stimulates the creative side of their brain as well as develop analytical skills.

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Children play because they are curious about the world around them and it is a way for them to explore with their 5 senses.

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Entertainment, development. It can also involve creative thinking and imagination.

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To help them develop and use their creativity

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to socialise to having that creativity

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It helps them to develop a sense of place and attachment

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It is an inborn quality for all species.
-As humans play come naturally to all children. It helps with their ovreall development. Physical, mental and social.

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Children, free play, & 60 homemade musical instruments! - Child's Play Music

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-What does this say about the adult role in play for children’s brains

development?

-Must play be complexly planned for cognitive development?

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Play: A Vygotskian Approach, a preview (Davidson Films, Inc.)