Evaluate the key principles of play and their relevance to Forest School
Learner Name: Rachel Fleming
Cohort: Course A May 2014
Module 1 Assessment Task 1
Learning and Development at a Forest School
Programme – SG1/3/NQ/003
2.7 Evaluate the key principles of play and their relevance to Forest School
Rachel Fleming Course A May 2014
“Play is an essential part of every child's life and is vital for the enjoyment of childhood as well as social, emotional, intellectual and physical development.”
Play England (2014)
As far back as 1826 Froebel saw the value of play in the opportunities it provides for sensory experiences, which he believed, are the foundations of intellectual development (Moyles, 1989 p. 8). However the big question remains, what is play? This question does not seem to have a definitive answer however Play
England’s Charter for Children’s Play (2009) describes play as: 'what children and young people do when they follow their own ideas and interests, in their own way, and for their own reasons.' It should:
• Be fun!
• Promote children’s development, learning, imagination, creativity and independence. • Help keep children healthy and active.
• Allow children to experience and encounter boundaries, both physical and social. • Help children learn about their environment and develop a sense of community • Allow children to find out about themselves
• Play can be therapeutic.
• Play can be a way of building and maintaining important relationships.
These principles were echoed in the lists created by groups from Forest School
Leaders Course A May 2014 see fig 1 and 2 below.
Fig.1 May 2014
fig.2 May 2014
Other research compares and contrasts ‘play’ and ‘work’. Jean Piaget’s famous quote ‘play is the work of children’, is also backed up by Whitebread (2012) who states: Play in all its rich variety is one of the highest achievements of the human species, alongside language, culture and technology. Indeed, without play, none of these other achievements would be possible.”
Rachel
Cohort: Course A May 2014
Module 1 Assessment Task 1
Learning and Development at a Forest School
Programme – SG1/3/NQ/003
2.7 Evaluate the key principles of play and their relevance to Forest School
Rachel Fleming Course A May 2014
“Play is an essential part of every child's life and is vital for the enjoyment of childhood as well as social, emotional, intellectual and physical development.”
Play England (2014)
As far back as 1826 Froebel saw the value of play in the opportunities it provides for sensory experiences, which he believed, are the foundations of intellectual development (Moyles, 1989 p. 8). However the big question remains, what is play? This question does not seem to have a definitive answer however Play
England’s Charter for Children’s Play (2009) describes play as: 'what children and young people do when they follow their own ideas and interests, in their own way, and for their own reasons.' It should:
• Be fun!
• Promote children’s development, learning, imagination, creativity and independence. • Help keep children healthy and active.
• Allow children to experience and encounter boundaries, both physical and social. • Help children learn about their environment and develop a sense of community • Allow children to find out about themselves
• Play can be therapeutic.
• Play can be a way of building and maintaining important relationships.
These principles were echoed in the lists created by groups from Forest School
Leaders Course A May 2014 see fig 1 and 2 below.
Fig.1 May 2014
fig.2 May 2014
Other research compares and contrasts ‘play’ and ‘work’. Jean Piaget’s famous quote ‘play is the work of children’, is also backed up by Whitebread (2012) who states: Play in all its rich variety is one of the highest achievements of the human species, alongside language, culture and technology. Indeed, without play, none of these other achievements would be possible.”
Rachel
Bibliography: Forest School Association. (2011) Principles and criteria for good practice. Knight, S. (2013) Forest School and Outdoor Learning in the Early Years. 2nd Ed. Lester, S and Maudsley, M. (2007) Play, Naturally. London: National Children’s Bureau Lester, S. and Russell, W. (2008) Play for a Change. London: Play England Louv, R Moss, S. (2012) Natural Childhood. National Trust (online) Available from: www.nationaltrust.org.uk Plamer, S. (2006) Toxic Childhood. London: Orion Books Ltd. Play England ((2009) Charter for Children’s Play. London: Play England Play England (2014) Why is play important? http://www.playengland.org.uk/about-us/why-is-play-important.aspx Teachers TV (2013) Outdoor Learning with Forest School Arts College Limited. (online), Available from: https://www.youtube.com/watch?v=tjzFfU43wuQ United Nations (1989) Convention on the Rights of the Child