Week Six: Play

Reflection

I have always viewed play as fundamental to the health and well being of young people. This week was important in developing my understanding of play based education as a critical teaching and learning tool in early education. Since our introduction to this course I have become more aware of types of play and their importance within the EYLF. In our tutorials, every week our discussion often reverts to respecting the child and the active role students play in constructing their own knowledge. I see play as a key factor in this understanding, particularly in the early years.  This has meant educators have adapted their methods of programming through observation (Piaget has been a key influence in the content we have covered thus far)of student learning and designed learning content to draw on the intrinsic motivations of a child to promote engagement with learning processes that support their construction of knowledge1. 

(EYCG, 2006)

From our lecture and further reading, I understand play to be widely implemented in the early years classroom as [play is] one of the most enduring discourses in early childhood education3. This does not come without challenges, which was unexpected. I found it particularly interesting to note that there is resistance from parents and other educators as to the relevance of play in education. Further, that children can encounter challenging life experiences during role-play as they seek to make sense of their world, and that this can in fact have a harmful effect on their self-identify and reinforce negative stereotypes and power relationships5. 

I created a positive and negative chart of play-based learning to challenge myself to address negative aspects of play in my teaching career and utilise positive elements of play in both my teaching and learning strategies.

  

From this, I feel the negative aspects of play are an awareness issue. As we discussed in week three, the importance of documentation, observation and interpretation is essential in planning and making learning outcomes overt. I would create display features that highlight the learning processes of play and document children's learning experiences with a series of photographs and student feedback for parents to visit, discuss and gain a greater understanding on the ways in which children learn. In addition, this is a great reflection tool for both students and teachers.

Bibliography:

1. Ailwood, J. (2003). Governing early childhood education through play. Contemporary Issues in Early Childhood, 4(3), 286-299. 

2. Olfman, S. (2008). What about play? In A. Pelo (Ed.) Rethinking early childhood education. Milwaukee, Wisconsin: REthinking Schools, (p.61-64). 

3. Phillips, L. (2013). Week Six: Play [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia. 

4. Shteir, S. (2008). Confession: My students lay in the classroom - and it's good for them. In A. Pelo(Ed.) Rethinking early childhood education. Milwaukee, Wisconsin: Rethinking Schools, (pp.65-66).

5. The State of Queensland (Queensland Studies Authority) (2006). Early years curriculum guidelines. Brisbane: QSA