5.

4: PLAY AS
INTEGRATING PROCESS

Jelyssa M. Mones
BECED 2A
Learning that is integrated

This may appear to be a complicated and even

strange notion to you, but rest assured that it is
actually a very easy and straightforward technique of
getting the most of your playtime with your children,
and you are probably currently doing it without even
realizing it.
 WHAT IS PLAY ?

It is when you spend time

doing an enjoyable and/or
entertaining activity. It is
also define as a process
which can children can
learn.
 Play as a means of integrating
learning

• Integrative learning through

play promotes a child's
holistic development by • Playing contributes to the
incorporating the kid, other development of learning
adults, and the surrounding dispositions such as self-
environment. esteem, motivation,
engagement, and pleasant
social relationships in terms
of social development (Wood
and Attfield, 2005).
 How to integrate play and teaching in early
childhood education

Play is a developmentally
appropriate approach for
young children to learn,
according to researchers, and
it is linked to a variety of
favorable emotional, social,
and academic outcomes.
Without the possibilities afforded
in an early childhood setting,
some children may not have many
opportunity to learn how to play.
Providing play experiences may
help youngsters become expert
players and reap the cognitive and
social-emotional benefits
associated with mature play
rather than immature play.
 Furthermore, play pedagogies:

 provide a setting for instructors to form deep bonds with babies,

toddlers, and young children while also strengthening ties with
their families
 are frequently adaptable and responsive enough to satisfy the
needs of all students, allowing teachers to learn about children,
their learning needs, and information resources from home.
  mirror how children learned in their families and communities,
and provide a safe space for children to freely and spontaneously
express themselves and make sense of their particular interests
and fascinations.
  allow youngsters to demonstrate competence and knowledge in
both verbal and nonverbal ways.
 provide chances for children to express their agency and play an
active and powerful part in defining and negotiating play, as well
as their own learning and development.
 What are some of the difficulties in devising a
strategy for playing?

Play can be imagined and enacted in a variety of ways,

relying on a variety of cultural and theoretical perspectives,
leading to a lack of clarity in terms of play provision and
pedagogy.
How do teachers plan for a variety of play scenarios?

Children have unfettered access to a wide range of

open-ended resources and materials, as well as the
ability to explore and revisit their interests on a daily
basis. Children or the instructor initiate explorations
and enquiries, which are both organized and flexible
enough to be continued in both spontaneous and
planned directions.