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ELN121 Foundations Of Early Childhood Education

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ELN121 Foundations Of Early Childhood Education

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Course Code: ELN121
University: The City University Of New York

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Country: United States

Provide ideas on the role of play in children’s development (Why play is valuable for development, what play needs to be like to be valuable for development).

Playing is important for development of the child because it underwrites to the reasoning, physical, community and expressive well-being of teenagers. Through playing the parents get an opportunity to get engaged with their children. Play also focus on the development of health environment around the children’s so that they can explore the world around them (Olson, 2010). But it has been found that due to changing life style of parents related to their jobs, children are not able to get enough time to play and as a result of that the mental as well as physical growth of the children has been started affected.
As per John Amos Comenius a well-known scholar, also known as father of education reform came up with the theory that children goes through number of stages in their learning process and child play is one of the most important level (Samuelsson and Carlsson, 2008). In childhood play the children learn from things which are physical present in their surrounding environment and this motivates the initial stage of learning.
Friedrich Froebel is known as father of Kindergarten. He believed in stimulate an appreciation and caring for children by providing them a novel but small world of their own where they can play and learn from each other of same age children and experience their first independency (Wood, 2014). He believed that this self-activity which helps in generating creative thinking in the minds of children.
As per Karl Groos play results instant development of children with the help of natural choice by leveling it with others of same group. It helps the children to exercise for the real world lessons and it also helps children’s to do many things in a playful way  to gain intelligence and replace instant.
As per Huizinga play offers the learning of rules which are meant to be followed and generate orders. He believes that it is the play which connects the children with the culture because for them type of activity informs them type of culture (Edwards and Cutter-Mackenzie, 2011). As per him all the civilization grew up around the play, it may be rituals, poetry, dancing etc. Hence, play acts as the foundation of development or children’s.
Anna Freud shaped the ground of child psychoanalysis and her work backed importantly to our consideration of child thinking. She also established different methods to delight children. Freud find out those children’s indications varied from those of grown-ups and were frequently connected to developmental phases.
Lev Vygotsky contrasting the psychologists who assumed that children’s growth happens instinctively and cannot be posh by teaching. He also diverged with those who appealed that education had the influence to change growth at several periods irrespective of the children age or abilities (Bodrova, 2008). In its place, Vygotsky fondled that knowledge might lead growth if it occurs inside the children Zone of Proximal Development (ZPD). The ZPD comprises abilities and basics that are not yet fully established but are in appearance phase.
As per Donald Winnicott play serves as the foundation of creativity and the fell of discovery in children’s. It acts as an interface between the children inner world with the external world. It happens in that space where the mind of the children tries to form a creative imagination (Singer, 2013). Play cannot be done under pressure and nor it should develop a kind of fear in the minds of the children.
As per Erik Erikson the influence of outside elements, parents and society on personality growth from child to adult hood is all decided by this play section. Every individual in this world has to go through series of stages in their life time like infancy, toddler, preschooler, school age child, adolescent, young adult, middle age adult and late age adult. These stages decide the proper development of child to become mature person in future.
As per Jerome Bruner when children begin to acquire new ideas, they are actually in the need of support from their teacher actively but as they grow up, they begin to learn by their own experience and required less support from their teacher (Alper, 2013). In this case the teacher must put them in the phase of group learning in which children learn from each other. But as a teacher the person must be really quick to understand the self or independent learning point of an individual so that they can be put in to the real world.
As per Mildred Parten when the children are involved in vigorous playtime, they are able to acquire the learning of interacting with other children, collaborate, share and form friends. It is believes that as the children grow up their pattern of play also changes. They almost go through six stages for their development which are unoccupied play, solitary play, onlooker play, parallel play, associative play and cooperative play.
As per Tina Bruce play performs as an important portion of revolution for children because it motivates children to function beyond thinking. It is because of this play they can remember their past thing and relate them with their future (Blaise and Taylor, 2012). It also helps them to do things in different ways which in future increases the problem solving ability of the children and helps them to try new things with their outcome.
As per Janet Moyles the children must be allowed for free play first so that they can develop new ideas and creativity. Later they can go for structural play in order to explore more about life. Hence it is important duty of teacher to provide necessary materials for play.
Bob Hughes focused that there are almost 16 variable play types which are displayed by children during play. Even from the old materials which are left over, the children to tries their creation on them. 
Playing actually forms the foundation of the children development by providing them necessary support for their creative ideas and also allows them to taste the experience from their idea with respect to the real world. If parents really want that their children should acquire all the skills and ability, they must spent their time with their children in the form of playing.
Alper, M. (2013) Developmentally appropriate new media literacies: Supporting cultural competencies and social skills in early childhood education. Journal of Early Childhood Literacy, 13(2), pp.175-196.
Blaise, M. and Taylor, A. (2012) Using queer theory to rethink gender equity in early childhood education. YC Young Children, 67(1), p.88.
Bodrova, E. (2008) Make?believe play versus academic skills: a Vygotskian approach to today’s dilemma of early childhood education. European Early Childhood Education Research Journal, 16(3), pp.357-369.
Edwards, S. and Cutter-Mackenzie, A. (2011) Environmentalising early childhood education curriculum through pedagogies of play. Australasian Journal of Early Childhood, 36(1), p.51.
Olson, C. K. (2010) Children’s motivations for video game play in the context of normal development. Review of General Psychology, 14(2), 180.
Samuelsson, I.P. and Carlsson, M.A. (2008) The playing learning child: Towards a pedagogy of early childhood. Scandinavian journal of educational research, 52(6), pp.623-641.
Singer, E. (2013) Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal, 21(2), pp.172-184.
Wood, E.A. (2014) Free choice and free play in early childhood education: Troubling the discourse. International Journal of Early Years Education, 22(1), pp.4-18.

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