ASSIGNMENT COVER SHEET

Student Number 32001964

Student Name Paige Kiernan

Unit Code EDUC2000

Unit Title Play and Pedagogy: 0-8 years

Assignment
Analysis & interpretation of a running record of a play episode
Topic/Title

Unit Lecturer Dee O’Connor Date Received

Unit Tutor Dee O’Connor

Due Date 1.03.18

Word Count 1550

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 Analysis of the play

Several of the play types outlined in Hughes taxonomy of play types (Robinson et al., 2018)

are evident in the vignette. Firstly, it is evident that the players are taking part in role play as

they explore engaging and interesting aspects of their everyday life that are not intensely

personal in nature (Robinson et al., 2018), such as baking a cake. Throughout the vignette it

also becomes apparent that the players are participating in exploratory play, as they use their

senses and physical skills to explore the properties of the materials around them (Robinson et

al., 2018), namely sand. This is particularly evident as Jane buries her feet in the sand and

marvels at the sensation of the sand moving through her toes. It is also obvious that the girls

are engaging in object play as they utilise the materials around them, such as cake tins and

spoons, and use them as resources for new experiences (Robinson et al., 2018). The players

are also taking part in construction play as they are creating something new from natural

materials (Robinson et al., 2018). Symbolic play is also seen in the vignette as Jane uses some

small sticks that she found to represent candles.

In the sand play vignette, we can also observe the players engaging in associative play as

outlined in Parten’s six categories of play (Robinson et al., 2018). This is evidenced as Jane

and Kate are involved in the same play, sharing materials and talking to each other, but don’t

have a common defined plan or try to play with each other in a meaningful way (Robinson et

al., 2018).

The play episode can also be analysed in terms of classical play theories. The practice or pre-

exercise theory is one that can be seen throughout the vignette, as the two players are

preparing for their future by practising adult skills and behaviours, such as cooking and social

skills, that will become necessary for survival as they move into adulthood (Robinson et al.,

2018; Burris & Tsao, 2002; Fleer, 2013; Isenberg & Quisenberry, 2002). Another theory that

can be seen in the play episode is the relaxation and recreation theory, which states that

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children initiate play based on their need for relaxation (Fleer, 2013). When analysing the

episode from this perspective, playing in the sand is seen as a relaxing activity that allows

both children to restore their energy so that they feel refreshed and ready to engage in formal

learning again (Fleer, 2013).

More contemporary play theories can also be used to inform our analysis. The

metacommunicative theory is seen in the vignette when Jane says, “let’s pretend this is the

oven”, indicating to Kate that play is occurring and that what they are doing is pretend and not

real (Robinson et al., 2018). Another theory seen in the play episode is the arousal seeking or

modulation theory, which is clearly seen as Jane moves from playing in the sand to joining

other children on the outdoor play equipment as she is searching for additional stimulation

(Robinson et al., 2018).

Interpreting the play episode from a developmental perspective

Within the vignette there is significant skill development occurring across the cognitive,

language, creative and social-emotional domains. Cognitive development is concerned with

the construction of thought processes, and how children acquire, organise and use what they

have learnt within their play (Neaum, 2016). Through open-ended, child centred experiences,

such as that seen in the vignette, children develop critical problem-solving skills that

improves their brains flexibility and their potential for learning later in life (Robinson et al.,

2018). Studies have also shown that sand play experiences establish the foundation for logical

mathematical thinking and scientific reasoning (Robinson et al., 2018), as players are given

the opportunity to explore changes in form as well as develop a sense of volume through

exploring authentic materials (Isenberg & Quisenberry, 2002). This is clearly seen in the play

episode as both Jane and Kate explore a variety of different shaped containers and cake tins

before periodically filling each with damp sand to make their ‘cake’. Through this active

exploration their brains are mapping the objects weight, size, texture, density and volume

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(Robinson et al., 2018) and thus aiding their cognitive development as they become more

flexible and original problem solvers (Burris &Tsao, 2002).

Engaging in sand play also allows Jane and Kate to develop language skills such as listening

and speaking, whilst also developing their understanding of different words and their uses

(Robinson et al., 2018). Throughout the vignette both Jane and Kate can be seen using

language for various communication purposes as they converse socially, share materials and

exchange metacommunicative signals that guide the direction of the play. Play experiences

such as this therefore encourage their use of language whilst also providing a context for the

development of literacy skills in real-life situations (Robinson et al., 2018, Burris & Tsao,

2002). As their play continues both girls are also expanding their use of vocabulary through

their use of more complex sentences, thus demonstrating a mastery of the complexities of oral

language (Robinson et al., 2018).

Throughout the play episode there is also considerate development occurring within the

players social and emotional domains. Studies have shown that play is vital to the

development and maintenance of valued relationships as children learn how to interact with

others (Robinson et al., 2018) in a socially acceptable way. By matching their behaviour with

those around them, they can learn expected patterns of behaviour (Neaum, 2016) whilst also

becoming sensitive to their needs and values of others (Isenberg & Quisenberry, 2002). This

is seen in the vignette multiple times as instead of snatching materials from one another

without asking, both girls politely ask if they could borrow the equipment the other is using so

that they may use it in their play. This shows that both girls have considered how the other

person might have felt if they simply taken it without asking, and thus contributes to their

understanding of concepts such as empathy and fairness (Robinson et al., 2018).

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 Interpreting the play episode from a learning perspective

All five outcomes of both the Early Years Learning Framework and the Kindergarten

Curriculum Guidelines are present within the vignette. These outcomes are as follows:

 Children have a strong sense of identity;

 Children connect and contribute to their world;

 Children build a strong sense of both physical and mental wellbeing;

 Children are confident and involved learners; and

 Children can communicate effectively.

(Department of Education and Training, 2009; School Curriculum and Standards Authority

[SCSA], 2014).

Outcome 1 is present as both children feel comfortable initiating interactions with one another

and can play together whilst experiencing feelings of enjoyment and satisfaction. Both players

also demonstrate that they can openly express their feelings and ideas on the direction of the

play, whilst confidently exploring the environment. Both girls also demonstrate an emerging

sense of autonomy and interdependence as they co-operate and work collaboratively with one

another to share equipment, thus demonstrating an awareness of the needs and rights of

others. Both children likewise show that they can interact with others with care, empathy and

respect as they actively participate in the play experience appropriately and respectfully.

Outcome 2 is seen as both children show respect for their immediate environment as they use

simple and safe tools, such as shovels and scoops, to investigate the properties of sand. It is

also evident that both children are developing a sense of belonging as they respond playfully

and positively to one another. This is particularly obvious when Kate reaches out to Jane and

invites her to join her in play.

Outcome 3 is present as both girls can be seen interacting positively with one another to form

a friendship and improve their wellbeing. This is seen as both Jane and Kate work

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collaboratively with one another in their play, thus building a respectful and trusting

relationship. Whilst it is obvious that both girls can share moments of happiness, such as

when they bond over their love of birthdays, it can also be said that both children demonstrate

moments of solitude and reflection. This is seen in Kate as she is happily playing by herself

before she invites Jane to join her. Both girls are also working towards developing a strong

physical wellbeing as they utilise their senses to explore their world, whilst also manipulating

their equipment with increasing competence and skill. This is particularly evident when Jane

fills a cake tin with sand before tipping it out all over her feet, enjoying the sensation of the

sand moving between her toes.

Outcome 4 is seen as both children express a sense of curiosity towards their immediate

environment and use play to investigate and explore these ideas to extend their learning. This

is seen throughout the vignette as both girls are transfixed by the sensation of the sand on

their feet and use their play to explore the properties and uses of this new material with

enthusiasm and concentration.

Outcome 5 is present as both girls can sustain enjoyable conversations with one another and

are also seen responding verbally and non-verbally to what they experience through their

senses. It is also obvious that both girls can take turns when talking to one another, thus

building their knowledge of the complexities of oral language.

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 References

Burriss, K., & Tsao, L. (2002) Review of research: How much do we know about the

importance of play in child development? Childhood Education, 78(4), 230-233. doi:

10.1080/00094056.2002.10522188

Department of Education and Training. (2009). Belonging, being and becoming: The early

years learning framework for Australia. Retrieved from

https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becomin

g_the_early_years_learning_framework_for_australia.pdf

Fleer, M. (2003). Play in the early years. Port Melbourne, VIC: Cambridge University

Press.

Isenberg, J., & Quisenberry, N. (2002). A position paper of the association for childhood

education international play: Essential for all children. Childhood Education, 79(1),

33-39. doi: 10.1080/00094056.2002.10522763

Neaum, S. (2016). Child development for early years students and practitioners (3rd ed).

London, United Kingdom: SAGE.

Robinson, C., Treasure, T., O’Connor, D., Neylon, G., Harrison, C. & Wynne, S. (2018).

Learning through play: creating a play-based approach within early childhood

contexts. South Melbourne, VIC: Oxford University Press.

School Curriculum and Standards Authority (2014). Western Australian Kindergarten

Curriculum Guidelines. Retrieved from

https://k10outline.scsa.wa.edu.au/media/documents/outline_downloads/Western-

Australian-Kindergarten-Curriculum-Guidelines-pdf.pdf