PRETEST

TRUE OR FALSE

1. Play in the ECE viewed

as a cornerstone of
learning.

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 2. Vygotsky was a big
believer of play, he thought
that a child learned best
through their own
experiences and actions

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 3.Play can help develop
self-regulation when
children create imaginary
situations.

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 4 . Inability to follow rules
associated with the make
believe scenario is one of
the criteria to be used in
evaluating mature versus
immature play.

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 5. Dewey and Froebel’s
ideas of play are similar
and have in common.

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 6. While children are
playing, they are
learning

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 7. Play needs to be
considered
pleasurable thing.

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 8. Play is a vital role
in a child’s early years
of life.

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 9. According to
Elkind, play and work
are complementary.

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 10. Pretending
and group games
are play forms

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 Play has not always been
welcomed in the classroom
setting, but in recent years as
more studies have come out,
people are starting to realize the
importance of play

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 Play is key when it comes to
young children learning. When most
people think of young children going
to school, they usually don’t think
the children will be playing during
the school day.

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 Play has become a debated topic in
early childhood education. Many
studies have been conducted to learn
more about how young children learn.
Play in early childhood education
has also started to become a topic that
is discussed in our government as
there has been legislation passed to
increase the support of early
childhood education.

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 DEFINITION
OF PLAY

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 FRIEDRICH
FROEBEL

Born on 21 April 1782 Friedrich Froebel was a German

educator who invented the kindergarten. He believed that
"play is the highest expression of human development in
childhood for it alone is the free expression of what is in
the child's soul." According to Froebel, in play children
construct their understanding of the world through direct
experience with it. His ideas about learning through nature
and the importance of play have spread throughout the
world.

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 FRIEDRICH FROEBEL
 is known for developing the first
kindergarten, his vision of kindergarten
consisted of lots of play for the children
 the natural unfolding of the germinal
leaves of childhood
 He thought the craft activates were very
important to a child’s learning. Froebel
called these craft activities occupations.
 Froebel’s idea of kindergarten did not
include expressive and free play like most
did

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 David Elkind (born March 11, 1931) is
an American child psychologist and
author. is currently Professor emeritus
of Child Development at Tufts
University in Medford, Massachusetts.
His research and theorizing have been
in the areas of perceptual, social and
cognitive development where he has
attempted to build on the work of Jean
Piaget. Perhaps Elkind is best known
for his books, The Hurried Child, All
Grown Up and No Place to Go,
Miseducation, and most recently, The
Power of Play. Dr Elkind also writes a
weekly blog on child development
issues H e is known on his theory about
adolescent egocentrism.

DAVID
ELKIND
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 DAVID ELKIND
 play and work are complementary, two
poles of an adaption process which
requires both assimilation (play) and
accommodation (work).

Play is more response- oriented

Play and work function together in

serving the child in adapting to and
learning from experiences.

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 Rheta
Goolsby
DeVries

Rheta Goolsby DeVries  was a professor at 

University of Northern Iowa's Regent's Center For Early
Developmental Education, where she also served as
director. She co-wrote many books, concerning early
childhood education curriculum that both influenced the
field of early childhood mathematical instruction and
accelerated the proliferation of 
constructivist-based teaching in the classroom. DeVries
studied under Jean Piaget and they shared the same
interest in children's sociomoral development,
construction of numbers and arithmetic, and
understanding of reading and writing.
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 DE VRIES
 recommended that much of
what children do in ECE
classrooms should be called “
work activities” which should
includes construction,
exploring, investigating,
problem-solving and
experimenting.

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 Lev
Semyonovich
Vygotsky
Lev Semyonovich Vygotsky  was a
Soviet psychologist, known for his work
on psychological development in children. He
published on a diverse range of subjects, and from
multiple views as his perspective changed over the
years. He is known for his concept of the zone of
proximal development (ZPD): the distance between
what a student (apprentice, new employee, etc.) can
do on their own, and what they can accomplish with
the support of someone more knowledgeable about
the activity. Vygotsky saw the ZPD as a measure of
skills that are in the process of maturing, as
supplement to measures of development that only
look at a learner's independent ability.

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 Lev Vygotsky

 play has a big impact on children’s

cognitive development
 Play can help develop self-
regulation when children create an
imaginary situation, take on and act
out roles

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  states that play actually
facilitates cognitive
development. Children not
only practice what they
already know-they also
learn new things

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 Example:
A child in the block center who
announces to his teacher, "Look!
When I put these two square blocks
together, I get a rectangle!" has
constructed new knowledge
through her play.

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 Jean Piaget
Jean Piaget was a Swiss
psychologist and genetic
epistemologist. He is most
famously known for
his theory of cognitive
development that looked at
how children develop
intellectually throughout the
course of childhood.

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 Jean Piaget
 defined play as assimilation, or the
child's efforts to make
environmental stimuli match his or
her own concepts
 claimed that play was just for
pleasure, and while it allowed
children to practice things they had
previously learned, it did not
necessarily result in the learning of
new things.

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 Jean Piaget

play reflects what the

child has already learned
but does necessarily teach
the child anything new.

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 Example:

 A child who puts on a raincoat

and a firefighter's hat and rushes
to rescue his teddy bear from the
pretend flames in his play house
is practicing what he has
previously learned about fire
fighters

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 Maria Montessori
 developed her elements from her
observation of children in natural
play
 was not for free play for the
children
 By using her materials she
thought the children would gain
 greater skills and awareness of
the objects

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 Maria Montessori
 developed her elements from her
observation of children in natural
play
 was not for free play for the
children
 By using her materials she
thought the children would gain
 greater skills and awareness of
the objects

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 John
Dewey

John Dewey was one of the most significant educational theorists of

the early twentieth century. He was a philosopher, social reformer,
and educator who explored the ideas of experience and reflection,
democracy and community, and environments for learning. His
philosophy of pragmatism was central to the Progressive Movement
in schooling. His concept of education promoted meaningful activity
in learning for children and participation in classroom democracy
rather than rote memorization and authoritarianism of teachers. He
argued that curriculum should be relevant to students’ lives, and
learning by doing and the development of practical life skills were
crucial. He was a strong proponent of infusing an understanding of
democracy and community into each child’s experience.

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 John Dewey
 Helped shaped the history of play in
ECE

 He called kindergarten as
kindergarten sub-primary

 Activities not consciously performed

for the sake of any result beyond
themselves

 He thought that play could help

young children in many ways.
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 John Dewey
 The essential aspect of Dewey on
play is found in the absence of an
external goal.
 Play involve the use of intelligence in
shaping the activity in order to effect
certain results.

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 NATURE OF
PLAY

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 Criteria in judging whether play is
occurring:

1. Non literality
2. Intrinsic motivation
3. Free choice- Play is also a free
choice, this means that play is a
chosen action for children. Play
is also an action that the child
must be fully engaged

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 Criteria in evaluating mature vs
immature play:

1. Ability to sustain a specific

role by consistency
engaging in actions, speech
and interactions that fit the
character enacted.

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 2. Ability to use substitute or
pretend objects

3. Ability to follow rules associated

with the make-believe scenario

4. Ability to integrate many themes

and ideas and sustain play over time
spans of several days or week.

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 IMPORTANCE
OF PLAY

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 IMPORTANCE OF PLAY
1.Children like to explore stories
they have made up, heard from
family members or others ,or have
had books read to them
2. Children discover things like
what they like and dislike and they
start to discover their feelings
during play

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 IMPORTANCE OF PLAY
3. Play can also be a way for
children to release energy
and in some cases for them to
release tension if they are stressed
in some way.

4. Children expand concepts based

on what they live in everyday
experiences.

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 IMPORTANCE OF PLAY
5. During playtime, obviously
physical development takes place.
Movement takes place during play
while cleaning, shopping and other
activities that cause children to
move.

6. Many children will organize

their thoughts and behavior during
play.

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 IMPORTANCE OF PLAY
7. Play can help children develop
and grow many skills that are
needed for life.

8. Make a plan and follow Learning

through play

9. Learn from trial and error, using

imagination and problem-solving
skills

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 IMPORTANCE OF PLAY

10. Apply concepts of quantity, science

and movement to real life

11. Communicate with classmates and

negotiate differences in points of view

12. Develop creativity and explore

aesthetics and artistry

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 WAYS ON HOW
TO ADVOCATE
PLAY IN ECE

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 1.Defining and understanding
your own beliefs about
children’s play.

2. Communication

3. Prepared to show exact

examples of what children are
learning from play

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 WAYS ON HOW TO
ADVOCATE PLAY IN ECE
4. Keeping record of what children
are learning during play.

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 HOME TASK:

1. Who among the educators

discussed have similar/same
& different ideas of play?
State how their views/ideas
become similar.

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 2. Choose 2 importance/benefits of
play, then cite 1 example/situation
to show each importance.
Example:
Make a plan and follow learning
through play.

“I want to draw my family. Who

will I put in my picture?”

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