TASK 1b – FOLIO: ESSAY WRITTING

Student Name : MICHELLE SHERINE @ NUR FATIHAH BINTI

ABDUL RASHID GORDON
Index Number : D2111003
IC Number : 811118-14-5838
Intake / Unit : JUN 2021 / PDPM PAKK
Code and Course Name : MPU2012D / ENGLISH LANGUAGE SKILLS
Name of Lecturer : DR SURIATI BINTI SULAIMAN
Date of Submission : 15TH JULY 2021
Pedagogy, ‘learning through play’ method in early childhood education

According to Lev Vygotsky, pedagogy must be oriented not to the yesterday, but to
the tomorrow of the child's development. Only then can it call to life in the process of
education, those processes of development which now lie in the zone of proximal
development. Early childhood education is considered important in order to develop a child’s
foundation and potential. As such, a child will be put into a pre-school or a kindergarten
where they can learn many things in a large scope that maybe can’t be learned at home.
Through the Education Act 1996 (2006), preschool education has been included under the
national education system and all school private or government are to adhere with the
National Preschool standard-based Curriculum (NPSC). The aim of the NPSC is to develop
pre-schoolers’ potential in a comprehensive way across all developmental aspects including
physical, spiritual, social and intellectual, “through safe and conducive learning environment,
and fun, creative and meaningful activities” (Ministry of Education, 2017, p. 2). This is in line
with the National Education Philosophy which aims to produce holistic individuals for the
improvement of society and country (Ministry of Education, 2013). In NPSC, the ‘learning
through play’ approach is established as an effective teaching and learning approach for
meaningful early learning experiences (Ministry of Education, 2017), (Tee & Mariani, 2018).

As we know, children love to play, there are many ways or types of play but how do
we incorporate play in learning? This is a question that most teachers need to understand
the concept of learning through play, in order, to get the purpose or objective being
implemented. Studies has shown that some teachers definition of play is intrinsically
motivated and supremely satisfying for children, it is a great value in learning and plays a
significant role to children’s development. Some says it is fun and enjoyable, while most of
them agreed that play is based on academic concepts, to be well planned and structured
(Abu bakar, Nordin, Daud & Abdullah, 2015). We might have some teachers who don’t want
to understand the concept and they believe that traditional approaches and teacher-centered
approach is more appropriate. While, the pedagogy calls for learning through play, the
environment of preschools must subsequently be seen as an equal partner in enhancing
children’s motion and perception (Lim, Khan, Hussein & Hee, 2015). In the same case study,
it is shown that teachers and some parents values play as a medium and foundation of
learning so they allocated the approached by providing space and corners for play, provide
play activity and equipments, provide time and opportunities and most definitely to
encourage the children to participate in each play (Abu bakar, Nordin, Daud & Abdullah,
2015). From this we could say that, teachers do understand on the importance of learning
through play and it could be implemented throughout all preschools nationwide.
 To implement the ‘learning through play’ approach, teachers need to also belief that
this method of providing play activities could enhance the child’s development more, as play
is a fundamental part of the curriculum. For teachers to help children gain knowledge and
skills, great program include purposeful teaching and the construct of beliefs will help this
approach. A research shows that teachers who beliefs will think about the teaching content
thoroughly, like the use of play needs to consider children’s diversity in levels of their growth,
the use of play methods can increase children self concept and positive attitude towards
learning, teachers need to provide opportunity to children for building social competence with
other children through play activities. Teachers need to change play activities based on their
needs and play methods need to consider various culture so as the children’s interest
(Jantan, Hamdan, Yahya, Saleh, Azman Ong, 2015). The outcome from this research is that,
the teachers are one of the key factors in helping to build up the children’s development.

Emotion do plays a big part in building and maintaining children’s growth. We can
have children who love to learn and children who don’t show interest in learning until later.
Sometimes we question ‘why?’, so the ‘learning through play’ approach is one way of
tackling this matter. In year 2015, a research on teacher’s attitudes by using this approach
can build children’s positive emotion in getting them interested to learn. Some ways are by
using play activities to support children in different perspectives from cognition, emotion and
socialization. Teacher’s who knows the benefits will also design play activities to support
children’s growth and would give ample chance to children to actively participate through
play activities. Some teachers will guide the children through play and some suggested that
play activities should start from the beginning of school (Jantan, Hamdan, Yahya, Saleh,
Azman Ong, 2015). Children’s emotion can be develop beautifully, once, the attitude of
teachers increased together with their beliefs, by then, this approach would definitely make a
greater effect for children’s development.

Children are born with natural potential to learn, in fact they started the learning
process since infant and the natural way for them to learn is through play. Play is considered
significant to a child and through play they can learn values, roles and how to socialize or
communicate. By making ‘learning through play’ as one of the pedagogy methods in early
childhood education, it is making the learning process in preschool more fun, enjoyable and
better experience for a child. Through the research we know that teachers are able to adapt
to this method, understand better and are making the efforts to imply play in the academic
curriculum. This could make the children’s journey more meaningful and into a well rounded,
oriented person in order for them to get ready to venture into the next phase in their life.
(958 words)
References

Vygotsky, L. quotes. Retrieved from https://www.azquotes.com/quote/690646" .

Education Act 1996 (2006), Retrieved from

http://planipolis.iiep.unesco.org/upload/Malaysia/Malaysia_Education_Act_1996.pdf

Ministry of Education. (2017). Kurikulum standard prasekolah kebangsaan [National

Preschool Standard Curiculum]. Putrajaya: Kementerian Pendidikan Malaysia.

Ministry of Education. (2013). Malaysia education blueprint 2013 – 2025 (Preschool to post-
secondary education). Putrajaya: Kementerian Pendidikan Malaysia.

Tee, Y.Q & Mariani, M.N. (2018). Exploring issues on teaching and learning in Malaysian
private preschools. Malaysian online journal of educational management (MOJEM). 6(2), 67
– 82. doi 10.22452

Abu bakar, N., Nordin, N., Daud, N. & Abdullah, A.H. (2015). Developing intergrated
pedagogical approaches in play pedagogy: Malaysian experiences. Asian Social Science,
11(4), 234-245. doi 10.5539/ass.v11n4p234

Lim, P.L, Khan T.H, Hussein A.H & Hee, J.M. (2015). Application of Available Attributes and
Physical Characteristics for Learning through Play in Malaysian Preschools. World journal
social science research. 2(2).

Jantan, H., Hamdan, A.R., Yahya, F., Saleh, H., Azman Ong, M.H. (2015). Contributing
Factors on Malaysia Preschool Teachers’ Belief, Attitude and Competence in Using Play
Activities. International journal of evaluation and research in education (IJERE)
4(3), 146-154.