Childhood Education Play Based Learning

Question: Discuss about theChildhood Education for Play Based Learning. Answer: Introduction Playing is an essential part of students activities that they enjoy to their hearts content. Although many teachers and parents consider this activity to a negative aspect that results in wasting of crucial time but the reality is different. It helps in the childs social, physical, emotional as well as cognitive development. it also allows them to test ideas, explore interactions in a social context, work through varieties of uncertainties and also develops sense of the world around them (Maher Smith, 2017). Learning through play based methods does not set up a predetermined outcome or limit and cannot considered as an end product. It should be considered as exploration of ideas which are important for cognitive development. Inquiry-Based Learning: Inquiry based learning helps the teacher in triggering the inquiry among the children so that they can develop the knowledge by learning new materials. This type of learning helps in engaging the student in an interactive session where the teacher gives the scope to the student to inquire about any new topic that the student is curious about. This is an innovative method and helps in students learning new topics without the conventional continuous knowledge delivery teaching style of the student (Pedaste et al., 2015). Many teachers prefer this method as they believe that it is more important in triggering the excitement and curiosity among the students than mere information delivery making the student grasp it and remember their learning for longer. Discovery Learning: This type of learning is based on a theory that depends on constructivist and inquiry based learning. It usually helps the learner to participate in problem solving situations where he would draw his own experiences and also different knowledge that he had gathered. These help the learner in discovering new facts as well as relationships and also help the learner to learn new facts. This method helps the students to learn by manipulating and exploring new objects, wrestling with different inquiries and also by performing experiments (Costelo, 2017). Guided Leaning: Guided learning helps the teachers to make the students learn through collaborative approach usually by providing feedback to each other. Learners are expected to contribute as well as build others ideas taking the help of subject terminologies. It helps the learner to expand as well as explain ideas clearly. It refers to the classroom practices that basically promotes leaning of students through independent investigation of questions and also for problems for which there would be no single answer (Kuhlthau, Maniotes Caspari, 2015) This helps in the promotion of skill thinking as well as nurtures curiosity, risk taking and initiative. Differentiated Instruction: Not all students have the capability to learn at the same pace and therefore have different grasping power. Hence it becomes extremely important for the teachers to follow a framework or philosophy so that each and every student can develop the best teaching methods to such students (Dixon et al., 2014). Therefore the teacher needs to provide different avenues of learning to different students so that they can grasp the most part of it. It is done by acquiring content and processing them. This would be fulfilled by constructing and making sense of ideas. It also includes development of teaching materials as well as assessment measures in order to make sure that all the students in the classroom can learn effectively regardless of their capability to understand and grasp new topics. From early childhood, children develop skills that help them engage in science, technology as well as math. This is evident from their plays of building blocks, push pull magnets and others. According to Piaget, learning cannot be the result of assimilation of acquired knowledge but is actually a dynamic process containing successive stages of adaption to reality. During this the learner would construct knowledge actively. The various principles that it follows are discovery learning, sensitivity to readiness of children and also acceptance of individual differences. By this it is meant that learners should create knowledge within them and should not be forced into. It has been found that faster the teachers guide such children; the children will be more able to identify opportunities that will help them in developing skill in the domains mentioned. The teacher in this case should be extremely careful that the learning interventions that she applies are the correct ones so that it do es not become difficult for the children to grasp them. Rather than providing them just with theoretical classes, they should be engaged in interactive games where scientific facts would be revealed, numbers counting can be taught and similar others. Vygotsy has stated that every function of the child during his development in culture is mainly due to social level at first and ten by individual level. It should fisrt ponder upon the interpsychological and then intrapsychological. Therefore Vygotsy had advised teachers to look over voluntary attention, logical memory and then the formation of concepts. Researchers have suggested that the age of five is just apt for the teaching of math and science due to the rapid development of brain. This helps in critical thinking and reasoning in the early years (Charlesworth, 2015) Four important steps can be taken by the teachers. First would be the introduction of math through interactive session like cutting of fruits into halves, counting co lors of rainbows and others. Second is that the student should make sure that the children engage in purposeful play to support and participate in advanced learning. The teacher should support the development of counting beyond rote counting and also provide mathematically rich environments before schooling. References: Charlesworth, R. (2015).Math and science for young children. Cengage Learning Costello, M. (2017). The benefits of active learning: Applying Brunner's discovery theory to the classroom: Teaching clinical decision-making to senior nursing students.Teaching and Learning in Nursing. Dixon, F. A., Yssel, N., McConnell, J. M., Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy.Journal for the Education of the Gifted,37(2), 111-127. Kuhlthau, C. C., Maniotes, L. K., Caspari, A. K. (2015).Guided Inquiry: Learning in the 21st Century: Learning in the 21st Century. ABC-CLIO. Maher, M., Smith, S. (2017). The Power of Play-Based Learning: A Pedagogy of Hope for Potentially At-Risk Children. InMultidisciplinary Perspectives on Play from Birth and Beyond(pp. 181-203). Springer Singapore. Pedaste, M., Meots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle.Educational research review,14, 47-61.