Playful Learning and Pedagogies within Early Childhood Education

DISCUSS AND ANALYSE ISSUES ASSOCIATED
WITH PLAYFUL LEARNIN G AND PLAYFUL
PEDAGOGIES WITHIN EARLY CHILDHOOD
EDUCATION
Introduction
Within the early childhood field, play has long been acknowledged as an important context for children 's learning and development. Play is a significant aspect of their lives, reflecting their social and cultural contexts. Consequently, changes within these contexts impact on both the nature and quality of children 's play experiences. No one definition of play can encompass all the views, perceptions, experiences and expectations that are connected with it. Nevertheless, there appears to be broad agreement amongst theorists coming from a range of disciplinary backgrounds that play can make an important contribution to children’s development. There has been considerable research documenting the vital role of play in fostering optimal growth, learning and development across all domains such as physical, cognitive, social, and emotional throughout childhood (Fisher, 1992; Isenberg & Quisenberry, 2002; Stine, 1997). Play provides a vehicle for children to both develop and demonstrate knowledge, skills, concepts and dispositions (Dempsey & Frost, 1993; Isenberg & Quisenberry, 2002). Play provides a nonthreatening context for children to learn about their world and gain skills necessary for adult life (Bjorklund, 1997; Bruner, 1972). Through their interactions with the environment during play, children gain control and ultimately mastery over their bodies with the development of a range of manipulative and motor skills. They learn new skills and concepts, discover the world, and learn about themselves and others through their interactions in a variety of social situations. Play also facilitates language development, creative thinking and problem-solving, and helps children deal with complex and competing emotions (Dempsey & Frost, 1993; Wyver
& Spence, 1999; Zeece & Graul, 1993).
Play – A Child’s perspective
Play

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