LEARNING

ENVIROMENT:
PLAY
 Definition
(Prior & Gerard, 2004)
Play is a complex set of behaviours
that seems to defy definition and
explanation

(Owocki,1999)
Play is closely tied to cognitive ,socio-
emotional & motor development to
young learner.
Characteristics
of a
PLAY
Adaptation
Exploration
Voluntary
Stress free
Whole body experience
Adaptation
Children are in the process of
moving into the world of adults.
They have to learn and master
many new skills. Play, especially
socio-drama, role play and
symbolic play allows children to
develop and learn the roles of
adults.
Exploration
Play also provides children with the opportunity
to try out new equipment and facilities, relate to
other and experience the play process. Through
play, they are exposed to various new concepts
such as characteristics of sound, size, distance,
speed, gravity, color, weight, length, etc.
Voluntary
Children choose to play. Their play is
spontaneous. They shape it as they go, changing
the characters, events, objects, and locations.
Stress free (sufficiently safe physically
and psychologically)

The player is stress free at the moment

of play all other threats are forgotten
in the moment of play. The environment
supports sufficient physical
and psychological safety for the player,
where
the individual feels accepted and
external evaluation is absent.
Whole body experience
The player is engaging with a whole
body/mind experience in the play. The
other player/playworker supports
psychological and physical freedom for
the player.
TYPES
OF
PLAY
 TYPES OF
PLAY

Social Play
Cognitive Play
(Mildred Parten,
(Piaget, 1962)
1932)
 SOCIAL PLAY

Mildred Parten (1933) states that children engage in

solitary play until about 2 1/2 years of age. Children
move from solitary play into parallel play, associative
play, and then cooperative play.
 Social
Play

Solitary Parallel Associati Cooperati

play play ve play ve play
Solitary
play

Children play alone,

usually with toys that
are different from
those of the children
playing nearby.
Children at this stage
make no attempt to
get close to or
interact with others.
Clearly, the level of
social interaction at
this point is very low.
Parallel
play

Children from 2 to 3
1/2 years.
children in this play
stage play beside,
but not with others.
There is an
awareness of the
children nearby but
little interaction
Associative
play

Begins at about 3 1/2

years old.
In this type of play,
children truly play with
others.
Children loan and
borrow play materials
among one another.
Children begin to form
small playgroups and
spend considerable time
moving from one
activity to the next, with
playmates remaining
together.
Cooperative
play

Take place at about 4

1/2 years of age.
Children playing in
groups as they did in
associative play, but
now the children
demonstrate division of
labor, whether working
on a group project or
cooperating to attain a
common goal.
 COGNITIVE PLAY

Sara Smilansky (1990) provides a model presenting

five basic forms of play :-
 COGNITI
VE PLAY

Functional
play or Constructi Dramatic Sociodrama Games
exploratory ve play play tic play with rules
play
Functional
play or
exploratory
play

This type of play is a

sensorimotor
approach in which a
child learns the
nature of his or her
surroundings.
Constructiv
e play
Children
combining pieces
or entities.
The purpose of
this type of play is
to make something
and work out a
problem.
Dramatic
play
Entails
pretending. The
child pretends to
be someone else.
This type of play
does not require
any social
interaction with
other children.
 Sociodram
atic play
A form of dramatic
play with more than
one player socially
interacting around a
theme and a time
trajectory over which
the play continues
and evolves.
 Games with
rules
Encompass
cooperative play,
often with winners
and losers.
Children begin the
games with rules
stage at about age
6.
Games with rules
become more
evident as children
move from early into
middle childhood.
The Concepts and
Principles
 PLAY
(Primary School Environment)
The concept different pre-school
environment.
Play contributed academic development.
Teacher needs to identify the play experience
that suitable with the children age stage.
Primary school childrens learned from play
activities such as: construct building from
different materials, creates toys from recycle
materials, robots and models.
Exploring and scientific hypothesis experiment.
 Childrens has the opportunities to
communicate/interact with peers, giving
opinions, idea, explains, and persuades.
Puppets and musical dramatization - prepared
the childrens to develop and expands their
oral communication skills and share out ideas
symbolically as a base of reading skill.
Teacher needs to make sure - chances, time,
materials, and rules suitable to organise the
play activities while learning in class.
 Play activities in primary school
environment seen as a continuum
free play guided play directed
play.
 Free Play
Behavior motivates intrinsically,
active, and enjoyable, without the
real resolution.
Childrens - choose the materials by
their own to play the free play.
Teachers role prepared conducive
environment.
 Guided Play
Same elements with free play but these
elements has been planned by teacher to
achieved certain aims.
Teacher needs to identify certain materials
and childrens need to make a choice of the
materials.
Teacher guiding.
Eg. Math: monopoly game to strengthen
pupils - concept number study, plus,
minus, and decision making skill.
 Directed Play
This type of play has been decided
by teacher according to laws or
rules.
Teacher giving instruction and
pupils must complete the task.
Eg: sing-action
: if you happy and you know it claps
your hand.
 Types
of
Learning
There are 3 types of
learning :

See
Hear
Touch
 Auditory Learners:
Hear Auditory learners would rather listen to
things being explained than read about them.
Reciting information out loud and having music in
the background may be a common study method.
Other noises may become a distraction resulting
in a need for a relatively quiet place.
Visual Learners: See Visual learners learn best
by looking at graphics, watching a demonstration,
or reading. For them, its easy to look at charts
and graphs, but they may have difficulty focusing
while listening to an explanation.
.
 Kinesthetic Learners:
Touch Kinesthetic learners process
information best through a hands-on
experience. Actually doing an activity
can be the easiest way for them to
learn. Sitting still while studying may
be difficult, but writing things down
makes it easier to understand
 Teacher roles in Play
process.
Observe childrens behavior and help
them if its needed.
Prepare conducive environment the
arrangement of activities need to be
changes from time to time.
Support show interest to their actions.
Response childrens interest, sharing
experience, respect s their thinking and
their rules system..
 Be informative.
Interrupts only at certain/suitable time
must not seen as the obstacle that
can shut down their interest and spirit.
Assist identify development and
childrens needs
Records - behavior, achievement,
development - aspect: physical,
emotion, intellect, social, and
language.
Data use as the basic plan for
everyone / individually.
Tarik Upih
Physical

Socio-
emotion

Intellectu
al
Thank you!