Play based learning

Over the last century, educators have referred to a variety of theories of development and learning. Bronfenbrenner’s (1979) ecological theory considers children’s development within the context of systems of relationships. His theory acknowledges the fact that contexts are continuously changing and that children have impact on their contexts. Another theory is Vygotsksy’s (1978) sociocultural theory, suggesting that children’s social and cultural contexts influence their development and learning. His theory acknowledges that guidance and support of adults, or others more expert than the child, are significant influences in the child’s learning and development (Arthur et al., 2012).

Much of brain development happens in the prenatal period, this is when environmental factors- such as toxic chemicals- can have consequences on that development. At a very young age, infants actively make meaning of their surrounding environment through the use of their senses and their reactions to certain actions and interactions. Throughout early childhood years, changes are rapidly occurring. Children’s physical and motor skills become more refined, dramatic height and weight gains, growth of the skeletal system, muscles and bones strengthen and their balance and centre of gravity change shape (Arthur et al., 2012).

Close relationships are the context for children’s play, development and learning. Attachment allows children to feel secure and confident and enable then to discover and interact, knowing that a secure base is always close by. How children recognize and make meaning of the social world relates to how they understand themselves. Children begin to understand that reality and beliefs can differ and that several personal characteristics are permanent and unchanged. As children grow and develop they are presented with opportunities to form friendships with other peers, providing them with a source of excitement (Arthur et al., 2012).

As children grow and develop