Play and learning in Early Childhood Education
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Transcript of Play and learning in Early Childhood Education
Play and learning in Early Childhood
EducationMasaryk University
14 April 2011
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Stockholm University,Department of Child and Youth Studies
www.buv.su.se
Ingrid Engdahl
Preschool teacher, Ph D,
International Coordinator
President of OMEP Sweden
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
PlayingWorking
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Outdoor play
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Paint and clay
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
EatingSleepingCleaning
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Constructions
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Block play
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Play is LIFE
Play is not just an occupation
Children play as soon as they can
Play is the most natural way for a child to be (Fröbel)
Homo Ludens Play comes before culture (Huzinga)
Play is not for production or for material gain
Is this play? Ask the players, they know.
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Play definitions? Rather Characteristics
• Play is fun and enjoyable
• Play is voluntary, a free choice (not occupation)
• Concentration and focussing
• Inner motivation
• Beyond reality, fantasy and creativity
• Belonging and participation
• Children’s influence
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Play is culture
Children adapt to the surrounding culture
Children and adults together produce culture
Children create their own culture while playing
Child cultures in the preschool
Drama, art, creativity and fantasy
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Toddlers as social actors in the Swedish preschool (Engdahl, 2011)
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SUbuv.su.se / Ingrid Engdahl, Dep of Child and Youth Studies
The toddler
• Global experiences
• A living body
• Perceiving with all senses
• Tumbling around
• Gunvor Lökken, Trondheim, Norway
• Eva Johansson,Göteborg, Sweden
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
The Swedish preschool - international high quality
1975 – Preschool ACT nr 1
10 % of children 0.5 – 7 years 2 % of children 0.5 – 3 years
2009 86,5 % of the one year olds 90,6 % of the two year olds
93.6 % of the five year olds
(1998 Preschool class for six year olds)
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SUbuv.su.se / Ingrid Engdahl, Dep of Child and Youth Studies
National Curriculum for the Preschool for 1-5 years (1998)
The education shall beenjoyablesecure andrich in learning
for all children.
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
AIM of my research
Exploring the toddlers life in preschool
Focussing on the second year of life
Interaction and communication
During self initiated play sessions
In a toddler unit
In a municipal preschool
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
The young toddlers pay attention to each other - With their body language and movements
- With greeting rituals (Belonging)
- Through play invitations
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
By choosing a special peerRobin wants to play with Leo
After the morning circle the children go outside. When Robin is dressed he looks around for Leo. He goes back to the play room and finds him there.
Robin is standing in the doorway, looking at Leo, who keeps on playing with the small cars together with his brother Tim.
Robin runs to the hall and picks up Leo’s shoes and carries them back into the play room.
He walks up to Leo and holds out the shoes in front of Leo, showing him his shoes.
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Leo looks up at Robin, but he doesn’t take his shoes. He holds on to the cars. …
Robin looks at Leo and then he puts the shoes on the floor in front of Leo.
Robin runs out of the room, back into the hall.
Robin picks up Tim’s shoes and goes back into the play room, bringing Tim’s shoes.
Robin walks up to the Leo and Tim, with the shoes stretched out in front of him. Leo and Tim look at Robin.
The situation is now interrupted by a teacher who comes up to the boys, puts on their shoes and brings them outside.
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Play invitations
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Video excerpt (November 16)
1 Leo →Bends over and pats the back of the red horse,
2 →looks into N’s eyes, saying: ’här’ [here],
3 →looks into N’s face and points at the red horse next to him
4 Nova looks at Leo
5 Leo →says: ’HÄR, här’ [HERE, here],
6 moves over to sit straight up and starts
jumping
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Continued
7 Nova looks at L while scratching her hair
8 Leo looks at N, pulls a yellow horse closer and
9 →pats its back saying: ’här, här’ [here, here]
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Taking the perspective of the other
• Interaction• Social competence• Taking turns • Decentralise• Improvisation
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Taking the perspective of the otherLeo ’tells’ about sharing toys
Today, we were outside, playing with the cars in the playground. Then I saw a carriage and I so wanted to have that carriage.I was just about to start pushing when Oliver came up to me and he wanted to have the carriage! I let go and picked up the car again instead.Oliver went away, pushing the carriage. I looked after him and then I decided to go after him.I went up to Oliver and let go of my car. I looked very intensely at Oliver and then, he let go of the carriage!He understood that I wanted it! I took the carriage – and then Oliver picked up my car and started to play away with it. He drew down the hill to the fence.
And me, I took the carriage and I followed him.
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Learning in an educational context -characteristics
• Outer motivation
• Learning outcomes
• Results and products
• Passing on facts and knowledge
• Structured
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Learning in Early Childhood Education
Play and learning are looked upon as integrated
Teachers may use the variation on play to promote learning
A META perspective - HOW did you learn this?
talking about the content
talking about the process
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
Using the characteristics of play
• Concentration and focussing
• Inner motivation, involvement
• Beyond reality, fantasy and creativity
• Belonging and participation
• Children’s influence
• Play is fun and enjoyable
• Play is voluntary, a free choice
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
The playing learning child
Getting to know the children’s world
Using the children’s interests, experiences, ideas
Focussing on the children’s intentionsand the children’s perspectives
Arranging for rich and varied experiences
Supporting and challenging the children during play
04/19/23 / Ingrid Engdahl, Barn- och ungdomsvet.,SU
The role of the teachers
The teacher becomes a bridge between the child and the curriculum
A teacher may
• Intervene directly from an outside position
• Influence indirectly by arranging for play; the time, environment, materials etc.
• Directly from within by participating in the game