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Sielearning.tafensw.edu.au. 2020. Children’S Services- Child Development Theorists. [online] Available at: <https://sielearning.tafensw.edu.au/MCS/CHCFC301A/12048/chcfc301a/lo/12020/index.htm#d27e231> [Accessed 10 October 2020].

Garvis, S., 2012. Evaluation Of The Implementation Of The Victorian Early Years Learning And Development Framework For All Children From Birth To Eight Years. Melbourne: VCAA.

Louis, A. (2018). What do Children Learn from Loose Parts Play? [online] HiMama Blog - Resources for Daycare Centers. Available at: https://blog.himama.com/loose-parts-play-development/.

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cmascanada.ca. (n.d.). Constructive Play in Early Learning Environments – Alka Burman | CMAS. [online] Available at: https://cmascanada.ca/2012/01/27/constructive-play-in-early-learning-environments/#:~:text=With%20its%20rich%20capacity%20to [Accessed 21 Oct. 2020].

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The image of the child is one of competency. We honor the children’s abilities to explore, create and make meanings. Through provocations, we allow children to develop their theories, test their theories, and develop more and deeper understandings as we continue to offer additional materials and open-ended questions. As what I have observed, the children in the kinder room loves constructing things, with this, I would love to further expand their interest by introducing loose parts such as using items (providing materials such as pipes, cardboard, newspaper, wrapping paper, pine cones, flowers, sticks, leaves, acorns, straws, beads, pom poms, cotton wool, sand, shells, sticks, stones, wooden blocks, rolling pins, and cups) that might help them to join or put things together, inquiring and testing their ideas, solving problems using judgement, reasoning and imagination; and learning about balance, order and the rhythm of design.

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Through constructive play, children will learn new vocabulary and will understand how to use it in appropriate ways. Constructive play will also increase the complexity of vocabulary through social interactions and will give children experiences making connections between spoken and written words. In constructive play, adults can support word knowledge by writin

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Through constructive play, children learn about the attributes of different materials, engage their curiosity and imagination, and experiment with applying concepts and seeking out new ways to use the materials. When children are actively involved this way, they remember the information they have gathered better than when they are simply given the information. This is the key difference between active and passive learning

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With its rich capacity to teach children to problem solve, connect, understand and be inquisitive in their play, constructive play is an important part of an early learning environment. It uses open-ended materials and allows children to think about the functions of the materials that they are using. It can involve playing or constructing with three-dimensional materials like blocks, but we also see constructive play with play dough and recycled materials where children get to decide what to make and how to use these materials.

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Constructive play is an organized form of play that is, in many ways, goal oriented and thoughtful. Children who are engaged in constructive play use materials to create something, and this increases in complexity as they get older.

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What is the importance of constructive play in child care setting?

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What is the importance of constructive play in child care setting?

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The children demonstrate pride in their accomplishments and develop a positive self-confidence. This involves the use of mathematical operations such as addition and subtraction, for example, how many pieces do they need for them to create a certain structure. Hence, this involves children in making a sequence and classifying and sorting objects by size and shape, and function by placing mobile of the same size together. Lastly, the children boost self-regulation skills, for instance, one child is serving the ice cream and the other one is the customer. This links to VEYLDF Outcome 1, as children learn and develop, they build further on their abilities to cooperate and work collaboratively, demonstrate initiative by asking questions and attempting new challenges. With encouragement, children plan their learning, reflect on their achievements, acknowledge the value of persistence, and enjoy their accomplishments and contributions. A strong sense of identity enables a child to be confident, and to recognise and accept that in any social setting there are consequences for their actions and behaviours.

This analysis is connected to Piaget’s Stages of Cognitive Development, Piaget believed that children take an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world. As kids interact with the world around them, they continually add new knowledge, build upon existing knowledge, and adapt previously held ideas to accommodate new information.

Learning is a social activity - it is something we do together, in interaction with each other, rather than an abstract concept (Dewey, 1938). For example, Vygotsky (1978), believed that community plays a central role in the process of "making meaning." For Vygotsky, the environment in which children grow up will influence how they think and what they think about. Thus, all teaching and learning is a matter of sharing and negotiating socially constituted knowledge.
For example, Vygotsky (1978) states cognitive development stems from social interactions from guided learning within the zone of proximal development as children and their partner's co-construct knowledge.

The constructivist theory posits that knowledge can only exist within the human mind, and that it does not have to match any real world reality (Driscoll, 2000). Learners will be constantly trying to develop their own individual mental model of the real world from their perceptions of that world. As they perceive each new experience, learners will continually update their own mental models to reflect the new information, and will, therefore, construct their own interpretation of reality.

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During the quiet time, Jacob, Jobe and Theo was playing with the magnetic shapes.

Educator Crisel: What are you making guys?

Theo: We are building Teddy Bear House. Look Crisel this is the bedroom. The teddy bear will sleep here and this is the door. (Theo continuously building his teddy bear house)

Jobe: Look Crisel! There is a fire.

Jacob: This is a jail the teddy cannot cross here.

Theo: Crisel look!

Crisel: What is that Theo?

Theo: It’s a stairs!

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This afternoon, Theo and Tate was constructing something interesting. Educator Crisel asked the children “What are you building guys?” Theo shouted excitedly “Ice cream shop! We are making ice cream!”. “Crisel this is the door you can open and close it” Tate pointing on the traffic cones.

Educator Crisel: “How much is the ice cream? And What flavor do you have?”

Tate: Its one dollar

Crisel: What flavor is this?

Theo: This is blueberry “Holding the blue box”

Tate: That is for free! You can have that for free.

Jobe joined us asking “How much is this Tate?”

Tate: Jobe that’s for free. You can have that for free.

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Every morning, I observed Henry, Rohan and Noah showed keen interest with mobilo. One morning, Rohan asked me “Crisel, can I play with the mobilo?” I replied “Of course you can”. Rohan started making his masterpiece saying “I will make a bayblade!” whilst, Henry excitedly told Rohan “I will make a rocket” and Noah started building his long vehicle. After the children doing their masterpiece, Rohan showed me his bayblade saying “Crisel look its spinning” on the other hand, Henry showed off his rocket “Crisel look at my rocket it flies very fast”.

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Papilio Early Learning Centre Essendon is open from 6:30 am to 6:30 pm, Monday to Friday and caters 82 children each day. The center is privately run by Affinity Education Group Limited. The center is consists of three rooms which are: Seedlings which is the baby room aged 0-24 months, Sprouts which is the toddler room aged 2-3 years old, and the Sunflowers which is the preschool room aged 3-5 years old. The seedling and sprouts have a shared toilet whilst the sunflowers has their own toilet. The centre has a shared outdoor playground from seedlings to sunflowers.