As outlined in the Early Years Framework and the Education and Care Services National Regulation, all early childhood and education settings are required to provide a play based program with a focus on learning through play rather than teaching through play. It is important that families understand the importance of play in the context of how children learn and the value of play in a child’s learning. When children play whether it be the sandpit, pasting table or block corner they are developing their imagination and creativity. Play provides a holistic learning approach that develops a child’s imagination, curiosity, problem solving and persistence and a love of learning.
Isabel Henderson provides an integrated play based program, l use the word integrated as it supports multiple learning domains; science, mathematics, literacy, social, emotional and physical. An integrated program carefully manages the balance between adult directed, child-led and child initiated free play. Our kindergarten teachers program and plan to achieve such a balance, ensuring children’s individual learning opportunities are identified and that differences in social, emotional and cognitive development are supported to ensure children do not become disengaged and discouraged within a ‘one size’ fits all approach.
An example of how play increases opportunities for learning can be demonstrated with something as simple as a piece of outdoor equipment.
For one child, climbing an ‘A’ frame gains physical confidence and a sense of achievement. For another child learning from the same ‘A’ frame is social as they colaboratively work together with a new friend to create a game under the equipment recreating a recent camping experience. One child’s learning experience from one part of the program maybe vastly different for another.
Isabel Henderson provides an integrated play based program, l use the word integrated as it supports multiple learning domains; science, mathematics, literacy, social, emotional and physical. An integrated program carefully manages the balance between adult directed, child-led and child initiated free play. Our kindergarten teachers program and plan to achieve such a balance, ensuring children’s individual learning opportunities are identified and that differences in social, emotional and cognitive development are supported to ensure children do not become disengaged and discouraged within a ‘one size’ fits all approach.
An example of how play increases opportunities for learning can be demonstrated with something as simple as a piece of outdoor equipment.
For one child, climbing an ‘A’ frame gains physical confidence and a sense of achievement. For another child learning from the same ‘A’ frame is social as they colaboratively work together with a new friend to create a game under the equipment recreating a recent camping experience. One child’s learning experience from one part of the program maybe vastly different for another.
