Explain How Children From Birth-5 Years Learn Through Play
Understand how children from birth-5 years learn through play
Piaget
Jean Piaget (1896-1980) was one of the first psychologist to study the cognitive and language development of children. When working on their theory Piaget had discovered that children discover and think in different ways to adults, this was then how Piaget carried out observations to find out how children develop their reasoning and thinking skills.
Stage and approximate age Description of age How this influences play
0-2 years sensorimotor Babies and children learn and have a good understanding of the world through their senses and the movements they make, when children develop and get older the begin to know things even when out of sight this tends to happen around the age of 1 years. Children explore different materials all day long and they use all the senses to explore them. (touching, smelling, tasting).
They often will look for things that they …show more content…
cannot see such as a toy, they will start to do this around the age of 1 years.
2-7years
preoperational Children will think symbolically, they begin to create memories and will recognise things from past experiences and will make their own perspective on things Children really enjoy getting involved in role play whether its pretending to be a doctor or a vet. Through play they show how they have remembered things that they have experienced and learnt before, they will begin to use different materials and pretend the to be something else such as a scarf pretending to be a snake.
Psychoanalytical theories
It is believed that psychoanalytical theories are based on childhood experiences influences what we become as adults. There is a theorist that believes there are three aspects of personality and it’s this is what has developed his theory his name was Sigmund Freud (1856-1939). Freud recognised that there was a conflict between a child and their need and how they could be satisfied. He was sure that these conflicts were stored in the unconscious part of the brain and these conflicts has an impact on people and their personalities later in them lose.
Erikson also believed in Freud’s theory of personality development. Although Freud’s theory had a big impact on Erikson, Erikson believed that social environment had a more influence on the development of personality. Erikson’s created a table of the stages and age of the personality development.
Psychosocial conflict Stage/age The influences of personality on play
Trust versus mistrust Birth to 18 months At the stage the child relies fully on their parents and carers to give them security and keep them safe. If they get this security, then they develop the feeling of trust however if the child reels like they have a false sense of security then they may feel mistrust. Erikson’s believed that these results may have an impact on the child’s view on the world in later life. He believed that negativity may cause anxiety and struggles of forming relationships later in life. Autonomy versus shame 18 months-3 years as children grow they become more independent and they need to be given choices on things they can make their own decisions. Erikson believes that the way their parent/carer responds to the child’s independency can have an impact on the child’s development. This is like telling a child that what they chose was the wrong choice which will make them feel a shamed and may affect their self-esteem.
Initiative versus guilt 3years – 5 years Children are being to look at situations themselves and asses what’s going on round then they enjoy socialising Abd playing with other children. At this age children are continuously asking questions if the children feel like they are annoying others then they may stop asking and this may have an impact on their curiosity.
Marlow’s hierarchy of needs
Marlow wanted to find out what motivated people and he concluded that people had inborn or ‘innate’ motivation that was not influenced by rewards or by unconscious desires. Marlow believed that the needs at one level of his hierarchy must be met before the individuals can move on to the next stage. Children need to have to feel safe and secure when they are progressing the way to do this is to make user their basics needs are met. Children will deco confidence and self-esteem through play but also strong, trusting relationships.
Approaches to play
In the mid-20th century several people were developing educational programs on cognitive theories. That recognised the value of play for children’s learning, health and wellbeing. Each approach identifies the important role of a challenging environment, both indoors and outdoors.
Hymes play
James Hymes (1913-1998) had a strong belief that children would reach their full potential through their play. Hymes believed that children didn’t just play for fun and that playing was one of the main reason why children learnt and developed as much as they did. He believed that through observations adults can understand the way in which the individual child learns and develops an what they’re in tests are and then as practitioners you can provide the correct activates age-appropriate opportunities of play for them to reach their milestones.
Reggio Emilia approach
Reggio Emilia is the Italian city where this approach was introduced in the 1940s. started by parents, Reggio Emilia nurseries have at their heart a partnership between parents and educators. The environment is viewed as the third most important element. The early years educator is there to listen and to guide children, but not to dominate or control their play. This approach soon spread across the world.
Freely chosen play
Freely chosen play is where the children can decide what they play with, it is important that the environment is fun and interesting filled with challenging activities that is filled with a wide range of natural and man-made areas and recourses. If children are basically motivated, then freely chosen play will happen when: -
1. There is no set goals or reward
2. Children follow their own interests
3. Children can explore their emotions
4. Children choose how to play and why
5. It is supported by but not led by adults
In the 1970s Fraser Brown. A play worker became concerned at the lack of opportunity for children to play freely as they had in the past, he believed this was borne out of sense of ‘risk aversion’ the fear of children hurting themselves. His observations led him to conclude that a child’s development is closely linked to the environment. His compound flexible and adaptable play results in children becoming more flexible and adaptable, which means they become resilient throughout their life.
Here is a table on others theoretical perspectives.
Theory description Implication of learning through play humanistic Based on work by carl rogers, this looks at the whole person and from their point of view. Rogers believed that individuals have free will and can choose their own actions. Individuals who have respects and values themselves will be able to strive towards self-fulfilment. Children need to choose their own play and follow their own ideas. They should be encouraged and praised to help them to develop self-esteem and confidence through their play.
Social learning theory This is based on the belief that behaviour is learned by watching others. Albert Bandura carried out experiments where children watched an adult hitting an inflatable doll (bobo doll) to sow that they can learn behaviours through others. Children learn through others and adults during their play. Adults should model positive behaviour when supporting children in their play.
Information processive theory This explains the ways that we think and learn through three types of memories
1.
Sensory memory- incoming information
2. Working memory – gives meaning to the incoming information using thought process
3. Long-term memory- stores memory for the long term This helps you understand how children think. Children begin to recall information from the age of 2 years and use it to relate to new information, you may see this in their play as they act out what they have observed. As children grow the develop on their long-term memories that help them recall what has happened to make decisions and solve problems.
Social pedagogy This is based on the belief that the child is at the centre of their learning and development and should control this. It emphasis a shared responsibility in the care and education of children that includes the child, their parents and society. Early years practitioners understand the need and interest of the child when planning for play and activities. And involve children and their
families.
how children are competent learners children are naturally curious. How they satisfy that curiosity and develop understanding depends to an extend on their biological development. Children also need language to be able to internalise new concept and make links to previous knowledge.
Birth-12months
Touch, sight, sound, taste and smell are all the sense that babies use to explore the world around them. From birth babies will turn to the sound of their mothers’ voice or light. As they grow babies show more interest on what’s going on around them especially when they start to recognise different sounds and pictures. By the age of 8 months they may start to look for tings eve when its out of sight such as their favourite toy (Piaget’s theory). As babies grow they begin to develop their fine motor skills which allow them to pick up different things to explore by mouthing or touching them. Developing motor ability enables them to physically explore more of the environment. By the age of 12 months, as speech and language develop, they can understand and respond to simple requests.
12months- 2 years
At this age children are developing their communication and language daily and their speech is getting good as they can say simple words and soon will be turning them into simple sentences. Children will start exploring the world around them in different ways. They have good memory and they can develop on this that they have seen or done in the past. Children begin to walk, run and climb. This increased motor ability gives them more freedom to gain first hand experiences, indoors and outdoors. They see themselves as independent beings, which gives them confidence and eagerness to try out new things.
2-5years
Around the ages of 2 years, children progress towards what Piaget describes as ‘mastery play’. The use symbols in their play to represent and develop their thoughts and ideas. As their vocabulary develops, they start to ask questions and share their thoughts with others.
At the age of three children begin to play pretend play with their friends whether its doctors or vets they also will play games which involves turn taking and sharing. At this age children will express their favourites stories and will enjoy reading stories with adults. There imagination has become rather advanced and you will start to see this through their play and pictures they have created. By the age of 4 children are speaking quite fluently. They are recognising patterns in language and using adult speech sounds. They can use language to express their thoughts and opinions.
Understand the play and learning needs of children
Types of play that support learning and development
• Story time, reading
• Sand play
• Water play
• Creative play
• Dramatic play
• Imaginative play
• Outdoor play
• Scribbling, drawing and writing
• Dough/clay play
• Table top play (puzzles)
• Small-worlds play
• Construction play
• Musical instruments/ making sounds and noises
• Songs/ action songs
• Dramatic play
Piaget
Jean Piaget (1896-1980) was one of the first psychologist to study the cognitive and language development of children. When working on their theory Piaget had discovered that children discover and think in different ways to adults, this was then how Piaget carried out observations to find out how children develop their reasoning and thinking skills.
Stage and approximate age Description of age How this influences play
0-2 years sensorimotor Babies and children learn and have a good understanding of the world through their senses and the movements they make, when children develop and get older the begin to know things even when out of sight this tends to happen around the age of 1 years. Children explore different materials all day long and they use all the senses to explore them. (touching, smelling, tasting).
They often will look for things that they …show more content…
cannot see such as a toy, they will start to do this around the age of 1 years.
2-7years
preoperational Children will think symbolically, they begin to create memories and will recognise things from past experiences and will make their own perspective on things Children really enjoy getting involved in role play whether its pretending to be a doctor or a vet. Through play they show how they have remembered things that they have experienced and learnt before, they will begin to use different materials and pretend the to be something else such as a scarf pretending to be a snake.
Psychoanalytical theories
It is believed that psychoanalytical theories are based on childhood experiences influences what we become as adults. There is a theorist that believes there are three aspects of personality and it’s this is what has developed his theory his name was Sigmund Freud (1856-1939). Freud recognised that there was a conflict between a child and their need and how they could be satisfied. He was sure that these conflicts were stored in the unconscious part of the brain and these conflicts has an impact on people and their personalities later in them lose.
Erikson also believed in Freud’s theory of personality development. Although Freud’s theory had a big impact on Erikson, Erikson believed that social environment had a more influence on the development of personality. Erikson’s created a table of the stages and age of the personality development.
Psychosocial conflict Stage/age The influences of personality on play
Trust versus mistrust Birth to 18 months At the stage the child relies fully on their parents and carers to give them security and keep them safe. If they get this security, then they develop the feeling of trust however if the child reels like they have a false sense of security then they may feel mistrust. Erikson’s believed that these results may have an impact on the child’s view on the world in later life. He believed that negativity may cause anxiety and struggles of forming relationships later in life. Autonomy versus shame 18 months-3 years as children grow they become more independent and they need to be given choices on things they can make their own decisions. Erikson believes that the way their parent/carer responds to the child’s independency can have an impact on the child’s development. This is like telling a child that what they chose was the wrong choice which will make them feel a shamed and may affect their self-esteem.
Initiative versus guilt 3years – 5 years Children are being to look at situations themselves and asses what’s going on round then they enjoy socialising Abd playing with other children. At this age children are continuously asking questions if the children feel like they are annoying others then they may stop asking and this may have an impact on their curiosity.
Marlow’s hierarchy of needs
Marlow wanted to find out what motivated people and he concluded that people had inborn or ‘innate’ motivation that was not influenced by rewards or by unconscious desires. Marlow believed that the needs at one level of his hierarchy must be met before the individuals can move on to the next stage. Children need to have to feel safe and secure when they are progressing the way to do this is to make user their basics needs are met. Children will deco confidence and self-esteem through play but also strong, trusting relationships.
Approaches to play
In the mid-20th century several people were developing educational programs on cognitive theories. That recognised the value of play for children’s learning, health and wellbeing. Each approach identifies the important role of a challenging environment, both indoors and outdoors.
Hymes play
James Hymes (1913-1998) had a strong belief that children would reach their full potential through their play. Hymes believed that children didn’t just play for fun and that playing was one of the main reason why children learnt and developed as much as they did. He believed that through observations adults can understand the way in which the individual child learns and develops an what they’re in tests are and then as practitioners you can provide the correct activates age-appropriate opportunities of play for them to reach their milestones.
Reggio Emilia approach
Reggio Emilia is the Italian city where this approach was introduced in the 1940s. started by parents, Reggio Emilia nurseries have at their heart a partnership between parents and educators. The environment is viewed as the third most important element. The early years educator is there to listen and to guide children, but not to dominate or control their play. This approach soon spread across the world.
Freely chosen play
Freely chosen play is where the children can decide what they play with, it is important that the environment is fun and interesting filled with challenging activities that is filled with a wide range of natural and man-made areas and recourses. If children are basically motivated, then freely chosen play will happen when: -
1. There is no set goals or reward
2. Children follow their own interests
3. Children can explore their emotions
4. Children choose how to play and why
5. It is supported by but not led by adults
In the 1970s Fraser Brown. A play worker became concerned at the lack of opportunity for children to play freely as they had in the past, he believed this was borne out of sense of ‘risk aversion’ the fear of children hurting themselves. His observations led him to conclude that a child’s development is closely linked to the environment. His compound flexible and adaptable play results in children becoming more flexible and adaptable, which means they become resilient throughout their life.
Here is a table on others theoretical perspectives.
Theory description Implication of learning through play humanistic Based on work by carl rogers, this looks at the whole person and from their point of view. Rogers believed that individuals have free will and can choose their own actions. Individuals who have respects and values themselves will be able to strive towards self-fulfilment. Children need to choose their own play and follow their own ideas. They should be encouraged and praised to help them to develop self-esteem and confidence through their play.
Social learning theory This is based on the belief that behaviour is learned by watching others. Albert Bandura carried out experiments where children watched an adult hitting an inflatable doll (bobo doll) to sow that they can learn behaviours through others. Children learn through others and adults during their play. Adults should model positive behaviour when supporting children in their play.
Information processive theory This explains the ways that we think and learn through three types of memories
1.
Sensory memory- incoming information
2. Working memory – gives meaning to the incoming information using thought process
3. Long-term memory- stores memory for the long term This helps you understand how children think. Children begin to recall information from the age of 2 years and use it to relate to new information, you may see this in their play as they act out what they have observed. As children grow the develop on their long-term memories that help them recall what has happened to make decisions and solve problems.
Social pedagogy This is based on the belief that the child is at the centre of their learning and development and should control this. It emphasis a shared responsibility in the care and education of children that includes the child, their parents and society. Early years practitioners understand the need and interest of the child when planning for play and activities. And involve children and their
families.
how children are competent learners children are naturally curious. How they satisfy that curiosity and develop understanding depends to an extend on their biological development. Children also need language to be able to internalise new concept and make links to previous knowledge.
Birth-12months
Touch, sight, sound, taste and smell are all the sense that babies use to explore the world around them. From birth babies will turn to the sound of their mothers’ voice or light. As they grow babies show more interest on what’s going on around them especially when they start to recognise different sounds and pictures. By the age of 8 months they may start to look for tings eve when its out of sight such as their favourite toy (Piaget’s theory). As babies grow they begin to develop their fine motor skills which allow them to pick up different things to explore by mouthing or touching them. Developing motor ability enables them to physically explore more of the environment. By the age of 12 months, as speech and language develop, they can understand and respond to simple requests.
12months- 2 years
At this age children are developing their communication and language daily and their speech is getting good as they can say simple words and soon will be turning them into simple sentences. Children will start exploring the world around them in different ways. They have good memory and they can develop on this that they have seen or done in the past. Children begin to walk, run and climb. This increased motor ability gives them more freedom to gain first hand experiences, indoors and outdoors. They see themselves as independent beings, which gives them confidence and eagerness to try out new things.
2-5years
Around the ages of 2 years, children progress towards what Piaget describes as ‘mastery play’. The use symbols in their play to represent and develop their thoughts and ideas. As their vocabulary develops, they start to ask questions and share their thoughts with others.
At the age of three children begin to play pretend play with their friends whether its doctors or vets they also will play games which involves turn taking and sharing. At this age children will express their favourites stories and will enjoy reading stories with adults. There imagination has become rather advanced and you will start to see this through their play and pictures they have created. By the age of 4 children are speaking quite fluently. They are recognising patterns in language and using adult speech sounds. They can use language to express their thoughts and opinions.
Understand the play and learning needs of children
Types of play that support learning and development
• Story time, reading
• Sand play
• Water play
• Creative play
• Dramatic play
• Imaginative play
• Outdoor play
• Scribbling, drawing and writing
• Dough/clay play
• Table top play (puzzles)
• Small-worlds play
• Construction play
• Musical instruments/ making sounds and noises
• Songs/ action songs
• Dramatic play