Play at the Center of the Curriculum PDF

SEPTEMBER 2024 Play AT THE CENTER OF THE CURRICULUM PLAY at the center of the curriculum Page 1 of 30  Objectives Demonstrated knowledge of play as a tool in creating supportive learning environments that nurture develop...

SEPTEMBER 2024 Play AT THE CENTER OF THE CURRICULUM PLAY at the center of the curriculum Page 1 of 30  Objectives Demonstrated knowledge of play as a tool in creating supportive learning environments that nurture development PLAY at the center of the curriculum Page 2 of 30  Ideological tradition of play Early childhood education is underpinned by an ideological and theoretical tradition which regards play as essential to learning and development Today we look into the eclectic mix of ideas that was formed throughout centuries. The psychological theories of Johann Pestalozzi, Friedrich Froebel, Rudolf Steiner, John Dewey, Maria Montessori, and many others shaped the current early childhood education curriculum. Their ideas were innovative and transformational: the generated new ways of understanding childhood and how children should be treated in society. Today we will take a journey on the concepts of childhood and play from the 19th Century and how it evolved over time. PLAY at the center of the curriculum Page 3 of 30  Childhood in the 15th Century as depicted through art children of wealthy families were depicted in biblical stories, or as Cupid, the Roman god of love were expected to behave and dress like miniature adults children from poorer backgrounds are rarely depicted, most are sent to work children were viewed as ‘incomplete’ or ‘unfinished’ adults Before the fifteenth century, most children in art were either depicted in biblical stories, or as Cupid, the Roman god of love. Child portraiture was initially the preserve of the very rich. Royalty and the aristocracy had enough money to pay for pictures of their entire family, or sometimes they chose to celebrate a specific heir. Because of the expectation of the time, children from wealthy families did not really experience a time that we would now consider a 'childhood'. They were expected to behave and dress as miniature adults, whereas children from poorer backgrounds were rarely depicted, most were sent to work as soon as they were able. PLAY at the center of the curriculum Page 4 of 30  Childhood in Rennaisance Period 15th-16th century viewed as inidividual beings in need of protection and nurturing learning was the responsibility of the adult It was during the European Renaissance that the concept of childhood began to emerge. Rather than being seen as 'incomplete' or 'unfinished' adults as they had previously, children were viewed as individual beings in need of protection and nurturing, and their learning was the responsibility of the adults around them. The dawn of the capitalist era generated a large moneymaking middle class, often in the Protestant sea-trading countries such as Britain and the Dutch Republic. These new family types had an ideology centered on bringing up their children well. They had knowledge and had gained wealth - two things their offspring could inherit. PLAY at the center of the curriculum Page 5 of 30  Childhood in the 17th Century The concept of childhood as a defined stage of learning and development is being celebrated. It was during the European Renaissance that the concept of childhood began to emerge. Rather than being seen as 'incomplete' or 'unfinished' adults as they had previously, children were viewed as individual beings in need of protection and nurturing, and their learning was the responsibility of the adults around them. The dawn of the capitalist era generated a large moneymaking middle class, often in the Protestant sea-trading countries such as Britain and the Dutch Republic. These new family types had an ideology centered on bringing up their children well. They had knowledge and had gained wealth - two things their offspring could inherit. PLAY at the center of the curriculum Page 6 of 30  Childhood in the Industrial Revolution mid-18th Century to early 19th Century Romanticised The Child as living in an ‘Age of Innocence’, Exploited the children Until the 19th centruy, childhood was seen as an immature form of adulthood and children from all social classes had little status and few legal rights and protection. For many, childhood was cut short by the need to work in the home or in the factories, often for long hours and in dangerous conditions, leading to exploitation and abuse. The concept of original sin meant that children were regarded as naturally sinful, and needed to have moral rectitude instilled in them by whatever means adults thought acceptable, whether in the home, school or workplace. The child's mind was seen as an empty vessel, or a blank slate, which could be filled with the knowledge, skills, and behaviors deemed valuable by society. PLAY at the center of the curriculum Page 7 of 30  Childhood in the 19th Century Childhood: immature form of adulthood was spent working (long hours and deplorable conditions) Children had little status and few legal rights and protection regarded as naturally sinful (concept of original sin) Child's mind was seen as an empty vessel, or a blank slate Until the 19th centruy, childhood was seen as an immature form of adulthood and children from all social classes had little status and few legal rights and protection. For many, childhood was cut short by the need to work in the home or in the factories, often for long hours and in dangerous conditions, leading to exploitation and abuse. The concept of original sin meant that children were regarded as naturally sinful, and needed to have moral rectitude instilled in them by whatever means adults thought acceptable, whether in the home, school or workplace. The child's mind was seen as an empty vessel, or a blank slate, which could be filled with the knowledge, skills, and behaviors deemed valuable by society. PLAY at the center of the curriculum Page 8 of 30  Childhood in the 19th Century Froebel and Pestalozzi believed in childrens’ natural goodness harnessed through nature, care, play and appropriate education Social Reformers changed attitude towards children Charles Booth, Charles Dickens and the early pioneers) better provisions for children’s developent, care and education freedom to play and learn were combined with appropriate nurturing and guidance ideals about social justice and egalitarian society Froebel and Pestalozzi took the opposite view: Childrens natural goodness could be harnessed through nature, care, play and appropriate education. Along with social reformers such as Charles Booth and Charles Dickens, the early pioneers changed attitudes towards children and developed better provisions for their development, care, and education, where freedom to play and learn could be combined with appropriate nurturing and guidance. Intrinsically bound with this movement were ideals about social justice and more egalitarian (all people are equal and deserve equal rights and opportunities) society PLAY at the center of the curriculum Page 9 of 30  Early Pioneers, Ideology, Principles and Practices Pioneer educators established the concept of childhood as a distinct stage in human development; emphasis on children’s affinity for play Play was valued and harnessed for its educational potential in different ways: Romantic, child-centered ideology: Instrumental Pragmatic Progressive Psychological The pioneer educators established the concept of childhood as a distinct stage in human development, and emphasized children's natural affinity for play. However, they did not demonstrate consistent agreement in their principles or practice. Although play was valued differently by each pioneers, they harnessed its educational potential in different ways. The Romantic, child-centered ideology advocated the enabling of children to express their inner needs, emotions, desires and conflicts, in term of their educational reccomendations it was not always the dominant activity. PLAY at the center of the curriculum Page 10 of 30  Early Pioneers, Ideology, Principles and Practices Romantic, child-centered ideology: advocated the enabling of children to express their inner needs, emotions, desires and conflicts, educational recommendations was not always the dominant activity The Romantic, child-centered ideology advocated the enabling of children to express their inner needs, emotions, desires and conflicts, in term of their educational reccomendations it was not always the dominant activity. PLAY at the center of the curriculum Page 11 of 30  Early Pioneers, Ideology, Principles and Practices Instrumental view of play (Maria Montessori) did not believe that children need to play, and did not value play as a creative force in itself Designed child-sized environments that encouraged practical independence and autonomy play is used as an instrument for cognitive, social, moral and emotional development Froebel and Montessori used specific materials to be used in particular sequence in a carefully structured environment Monstessori did not believe that children need to play, and did not value play as a creative force in itself. in designing special child-sized environments, she was not directly stimulating imaginative role play, by encouraging practical independence and autonomy. She has an instrumental view of play as a means for cognitive, social, moral and emotional development. The curriculum models devised by Friedrich Froebel and Montessori were based on specific materials to be used in particular sequences, in carefully structured environments and sometimes with adult guidance. PLAY at the center of the curriculum Page 12 of 30  Early Pioneers, Ideology, Principles and Practices Pragmatic, adult directed (Margaret and Rachel MacMillan and Susan Isaacs ) included pragmatic adult-directed elements such as sense-training, language and speech training, self-discipline, orderliness, cleanliness and the formation of good habits and dispositions. Curricula were socially, culturally, and historically situated: they were designed with reference to particular values and purposes within rapidly changing societies Margaret and Rachel MacMillan and Susan Isaacs included pragmatic adult-directed elements such as sense-training, language and speech training, self-discipline, orderliness, cleanliness and the formation of good habits and dispositions. These curricula were socially, culturally and historically situated: they were desgined with reference to particular values and purposes within rapidly changing societies. For example, the Progressive movement, which developed in the USA at the turn of the 19th Century, critized the programmes of Froebel and Montessori as being highly structured, formal and ritualized. Montessori's emphasis on sensory training, individualism and academic learning was considered to be at odds with notions of freedom, creativity, play, fantasy, and self-expression. We might also consider whether Romantic notions of childhood freedom and innoncence remain relevant in contemporary sociatey: a Reception class teacher questioned why she taught nursery rhymes when children know all the words, actions and dance routine of the latest pop idols. PLAY at the center of the curriculum Page 13 of 30  Early Pioneers, Ideology, Principles and Practices In the early twentieth century Progressive Movement John Dewey, Jean Piaget, Susan and Nathan Isaacs and their followers rejected the formality and instrumentalism of established approaches lobbied for child-centered approach greater autonomy for children enabling play and follow their interest These ideologies and theories melded with those of the Progressive Movement in early childhood and primary education, which emerged in the early twentieth century, informed by the work of John Dewey, Jean Piaget, Susan and Nathan Isaacs and their followers. Progressivism rejected the formality and instrumentalism of established approaches and argued for child-centered approaches and greater autonomy for children by enabling them to play and follow their interest through topics or projects. Progressivism created new ideas about the nature of childhood, how children learn and develop and the developmental processess of building knowledge. Education was conceptualized NOT as something that is done to the child, but as a complex process within which the child is an active participant, through agency, choice, control and owner ship of play and project work. PLAY at the center of the curriculum Page 14 of 30  Early Pioneers, Ideology, Principles and Practices In the early twentieth century Progressive Movement Education was conceptualized NOT as something that is done to the child education was seen as a complex process within which the child is an active participant agency, choice, control and ownership of play and project work. reflected all the central tenets of social and educational reform movement challenges behaviourist and instrumental discourses: child = blank slate Education was conceptualized NOT as something that is done to the child, but as a complex process within which the child is an active participant, through agency, choice, control and owner ship of play and project work. This orientation was theoretically seducitve, because it reflected powerful notions of choice, freedom, autonomy and empowerment throughout education, all central tenets of social and educational reform movements. These assumptions were a direct challenge to established behaviourist and instrumental discourses which positioned the child as a blanK slate or empty vessel. PLAY at the center of the curriculum Page 15 of 30  Early Pioneers, Ideology, Principles and Practices Psychological view of play (Jean Piaget) laid the foundation of 'educational play' his theories of play were interpreted alongside the ideals of progressivism, and resonated with the liberal ideas of the 1960s ‘Universal discourse' positioned play as an essential to children's learning; a developmental need, and; a fundamental right ‘Universal discourse' : key ideas about child-centered education, choice and freedom, hands-on activities, exploration and discovery, and the primacy of play The work of early childhood pioneers influenced a psychological view of play, which in turn laid the foundation of 'educational play'. The work of Jean Piaget has been influential in ECE, partly because his theories of play were interpreted alongside the ideals of progressivism, and resonated with the liberal ideas of the 1960s. Thus a 'universal discourse' was created which positioned play as an essential to children's learning, as a developmental need and as a fundamental right. Within this discourse, key ideas about child-centered education, choice and freedom, hands-on activities, exploration and discovery, and the primacy of play were taken up with enthusiams but with little critical engagement. PLAY at the center of the curriculum Page 16 of 30  Ideologies on Play Although many of these theories remain part of the discourse of ECE, there have been significant changes in the field, with play now being validated within many national policy frameworks Policy versions of play are explicitly educational because play is expected to lead towards (or at least contribute to) the learning goals or outcomes in curriculum frameworks. Although many of these theories remain part of the discourse of early childhood education, there have been significant changes in the field, with play now being validated within many national policy frameworks. However policy versions of play are explicitly educational, because play is expected to lead towards (or at least contribute to) the learning goals or outcomes in curriculum frameworks. Later on we will see that 'educational play' has its own purposes, but throughout this book research from the field of play scholarship will show that there are different ways of understanding the complexities of play, which reflect children's purposes and meanings. This is because play is a distinctive form of human activity which has its own rules, rituals and cultural practices, and is not always amenable to overly structured forms of social control within the educational/pedagogic gaze. PLAY at the center of the curriculum Page 17 of 30  Educational Play v. Play PLAY is a distinctive form of human activity which has its own rules, rituals and cultural practices, and is not always amenable to overly structured forms of social control within the educational/pedagogic gaze. PLAY at the center of the curriculum Page 18 of 30  Play at the center of Developmentally Based Curriculum places the developmental characteristics of the young child at the center of the curriculum Play centred program that uses the power of play to foster children’s development. an emergent curriculum premise: child as a developing “whole” human being in whom the processes of development are integrated has short-term and long-term goals in children’s development short term, play creates a classroom atmosphere of cooperation, initiative, and intellectual challenge. long-term play supports children’s growth in competencies such as self-direction and industry. Developmentally based early childhood programs place the developmental characteristics of the young child—the learner—at the center of the curriculum. This book is based on the premise and evidence that play is the central force in young children’s development. Consequently, a developmentally based program is a play-centered program. A play-centered curriculum is not a laissez-faire curriculum in which anything goes. It is a curriculum that uses the power of play to foster children’s development. It is an emergent curriculum in which teachers take an active role in balancing spontaneous play, guided play, directed play, and teacher-directed activities. Playcentered curricula support children’s development and learning in all settings and contexts, both indoors and outside. In honoring the child’s play, we honor the “whole child.” When discussing a playcentered curriculum, we think of the child as a developing “whole” human being in whom the processes of development are integrated. Play fosters all aspects of young children’s development from birth through age 8: emotional, social, intellectual, linguistic, and physical. PLAY at the center of the curriculum Page 19 of 30 It involves the integration of what children have learned. This view contrasts with the ideas that early childhood development involves the linear acquisition of separate skills or that kindergarten and primary-grade children have outgrown developmental benefits of rich play experiences. These views are not supported by research. In promoting a play-centered curriculum, we make short- and long-term investments in children’s development. In the short term, play creates a classroom atmosphere of cooperation, initiative, and intellectual challenge. If we look at long-term consequences, we find that play supports children’s growth in broad, inclusive competencies such as self-direction and industry. These are competencies valued by both parents and educators, and ones that children will need to develop to function as adults in our society. PLAY at the center of the curriculum Page 20 of 30  Play at the center of Developmentally Based Curriculum Play centered curricuum support and enrich young children’s play NOT merely as a support to subject=matter competencies nor as a reward for completing work NOTE: crucial role for teachers: provide conditions that foster children’s development must be active in balancing spontaneous play, guided play, directed play, and teacher- directed activities. must be competent, involved, and purposeful Throughout this book, we emphasize how curricula in particular areas such as mathematics, language and literacy, science, art, socialization, and technology support and enrich young children’s play. This idea contrasts with the widespread notion that play serves merely to support subject- matter competencies. Our view also contrasts with the idea of play traditionally found in the intermediate grades—play as a reward for finishing work. This does not mean that all play is equal in our eyes. Play is fun, but it is more than fun. Play-centered curricula are not opportunities for teachers to stand aside, but require highly competent, involved, and purposeful teachers. The critical dimension is to provide conditions that foster children’s development using their own sources of energy. In the following chapters, we articulate the play-based curricula that support children’s own developmental forces. PLAY at the center of the curriculum Page 21 of 30  Play at the Center of a Balanced Curriculum Play-centered programs promote equity because they are built around the strengths of young children rather than their weaknesses Education from preschool through the primary grades should promote the development of both the competent young child and the competent future adult preschool–kindergarten programs shoud be play centered, yet complemented by daily life activities and some teacher-directed activities. first grade as a transitional year: emphasis on both play and daily life activities complemented with teacher-directed activities second grade: play and work are merged into children’s extended projects, thereby integrating areas of academic learning. Play at the Center of a Balanced Curriculum Play-centered programs promote equity because they are built around the strengths of young children rather than their weaknesses. At a time when our population is becoming increasingly diverse, we cannot continue these educational practices that fail so many students. To meet the needs of all children, we recommend preschool–kindergarten programs that are firmly play centered, yet complemented by daily life activities and some teacher-directed activities. We see first grade as a transitional year, with emphasis on both play and daily life activities complemented with teacher-directed activities. In second grade, play and work are merged into children’s extended projects, thereby integrating areas of academic learning. In our view, education for children from preschool through the primary grades should promote the development of both the competent young child and the competent future adult. PLAY at the center of the curriculum Page 22 of 30 This is best accomplished by means of a balanced, play-centered program in which neither spontaneous play nor teacher-directed activities are the only mode. As Figure 1.1 illustrates, play is at the center of a balanced curriculum. Play is the central strata. In early childhood settings, play is frequently further characterized as “spontaneous,” “guided,” or teacher-directed. As Figure 1.1 suggests, rather than considering these rigid categories, we use these terms to highlight the more characteristic feature. PLAY at the center of the curriculum Page 23 of 30  Spontaneous play. refers to behaviors that arise from intrinsic Vignette: motivation, that are self-directed, and that Four-year-olds Grace and Sophia represent expressions of children’s own interests stroll over to the maple trees at the border of the yard. It’s late October, and desires. and leaves cover the ground. Sophia kicks at the leaves. When Grace begins to pick them up, Sophia joins her. This vignette reflects all: intrinsic motivation, active engagement, attention to means rather than ends, The children spend several minutes gathering the red, orange, and gold freedom from external rules, and nonliteral behavior. leaves. Sophia drops one, and they watch it flutter to the ground. They scatter the leaves, then pick up more. As a large golden leaf twirls to the ground, Grace exclaims gleefully: “They’re helicopters!” As an educational term, spontaneous play This vignette reflects all: intrinsic motivation, active engagement, attention to means rather than ends, freedom from external rules, and nonliteral behavior. PLAY at the center of the curriculum Page 24 of 30  Vignette: Teacher-guided Play Five kindergartners are gathered around the large table, constructing a collage that represents the ocean and hilly shoreline. Roseann, their teacher, made a simple sketch on butcher paper and has set out to guide means to influence someone’s thinking colored paper and a collection of small objects, including dried flowers, feathers, and shells. She has or activity also put out sheets of brightly colored construction paper, scissors, and glue sticks. Guided play refers to children’s play that is She anticipates the children will create collages using these materials as well as others that are always influenced in an intentional manner by adult available on a nearby shelf. As she planned the activity and selected materials, Roseann kept in mind that Logan, a child with attention deficit disorder, loves to glue and paste materials that are bright and tactile. Logan carefully selects several opalescent shells and pastes them onto a wave. Roseann notices that Jayden has been observing Logan for several minutes. He hesitates as he examines the materials, moving his hand across a few of the shells. Quietly, Roseann leans toward him and asks: “Which shell do you want to paste first?” To guide means to influence someone’s thinking or activity. Guided play refers to children’s play that is influenced in an intentional manner by adults. In this example, the children are actively engaged. Though they choose to participate, Roseann both initiates and guides their activity. PLAY at the center of the curriculum Page 25 of 30  Teacher Directed Play Vignette: refers to children’s play that is organized and, literally, directed or controlled by an adult, such as singing a song intentions are clear and specific, even when expressed in a soft tone or even when several choices are provided Despite the teacher’s instructions or directions, the characteristic of the activity may still be defined as play. Inasmuch as the activity is goal directed by adults, it is guided or directed play rather than spontaneous play. The educational term teacher-directed play refers to children’s play that is organized and, literally, directed or controlled by an adult, such as singing a song. Teachers’ intentions are clear and specific, even when expressed in a soft tone or even when several choices are provided. Despite the teacher’s instructions or directions, the characteristic of the activity may still be defined as play. Inasmuch as the activity is goal directed by adults, it is guided or directed play rather than spontaneous play. The following is a clear example of directed play: PLAY at the center of the curriculum Page 26 of 30  Daily Life Activities Teacher-directed activities include preschoolers setting the table, including thematic units as well as subject area kindergartners planting a garden, first units graders writing and mailing their first A thematic unit is a curriculum or lesson plan designed around a specific theme or subject. Thematic units involve creating a series of integrated letters, and second graders learning to lessons for all content areas, reading, writing, math, science, etc. that are supported by the theme being studied. (e.g.., "My Five Senses," "Community tell time Helpers," or "All About Me." In the play-centered curricula described throughout this book, a constant flow occurs among these three levels. We discuss how children repeat daily life and teacher-directed activity in their play, how teachers plan daily life activities so that they draw on the power of play, how teachers can develop effective assessment strategies, and how teachers can use children’s play to promote curricular objectives. In contrast to the common emphasis on instrumental play, that is, play used to support subject-matter objectives, we emphasize how curricula in content areas can enrich and support good play. By changing our focus from play to daily life activities to teacher-directed activities (and always back to play), our view becomes the opposite of the traditional view. When children play, we believe they are intrinsically motivated and engrossed in what interests them most. They are also practicing and developing competencies at the edge of their potential. In play, self-directed learning engages and focuses attention and provides numerous opportunities for all children to develop self-regulation and to practice self-control. PLAY at the center of the curriculum Page 27 of 30 When children are involved in such daily life activities as writing a letter, sending an e-mail message, cleaning up, or learning to tie their shoes, they are engaged in what is important in the lives of the adults around them. The purpose of daily life activities is readily apparent, if not always enjoyable. There are procedures to learn and social rules to obey. This is not necessarily true of play. For example, when a child like Brandon pretends to make coffee for breakfast, he does not have to adhere to the sequence of how an adult makes coffee. He can choose to turn the cup of coffee into a glass of orange juice or a cup of ice cream if he wants to. Play, too, has rules, but children have more power to determine them. PLAY at the center of the curriculum Page 28 of 30  Play Continuum Domains of play are points along the continuum Early childhood educators balance play with appropriate teacher-directed strategies as they address the needs of all children such as: developmental level and interests of the children cultures of the families culture of the school Although these three terms appear to distinguish three separate domains of play, we view them as points along a continuum that goes from child-initiated play to teacher-initiated play, as shown in Figure 1.2. Early childhood educators balance play with appropriate teacher-directed strategies as they address the needs of all children depends on many factors, such as the developmental level and interests of the children, the cultures of the families, and the culture of the school. Children’s school curricula must be viewed in the context of their lives. For example, an older first grader who continues to struggle with letter–sound relationships or basic number concepts may need both more direct adult-guided instruction, as well as more opportunities to integrate developing understandings within the context of spontaneous play. PLAY at the center of the curriculum Page 29 of 30  Play is the heart of developmentally appropriate practice NAEYC describes Developmentally appropriate practice (DAP) as programs grounded in child development theory and research and designed to meet the developmental needs of children (Copple & Bredekamp, 2009) Play provides the integrative context essential to support the growth of the whole child, particularly through the preschool years and during the primary grade Play-centered curriculum the most developmentally appropriate way of addressing meaningful, developmentally appropriate curriculum content standards in early childhood education programs because it is the driving force in young children’s development The premise of this book is that play is at the center of a developmentally appropriate curriculum for all children. This follows from our conviction that play provides the integrative context essential to support the growth of the whole child, particularly through the preschool years and during the primary grades. The position that play is at the center of a developmentally appropriate curriculum leads to our position that a play ADDRESSING STANDARDS IN THE PLAY-CENTERED CURRICULUM Play is the heart of developmentally appropriate practice because it is the driving force in young children’s development. Therefore, we consider a play-centered curriculum the most developmentally appropriate way of addressing meaningful, developmentally appropriate curriculum content standards in early childhood education programs. PLAY at the center of the curriculum Page 30 of 30