Introduction
Teachers’ perspectives on learners’ acquisition of knowledge play key roles in learning processes and, therefore, inform pedagogical practices. As such, different teachers (based on diverse teaching philosophies, values, and theories) adopt different approaches to content delivery and, therefore, there are diverse pedagogical practices. It is imperative to note that Piaget’s cognitive-developmental theory emphasizes interaction with the physical environment for proper learning and development in a child. Therefore, teachers should adopt philosophies that allow learners to interact with their environment.
This paper discusses a teaching philosophy that embraces play-based curricula and supports the idea that children learn through play. Playing is a crucial tool that teachers can use to develop all domains of learning, including cognitive, physical, and emotional aspects (Ginsburg, 2007 ).
Children learn through play
Play-based programs are vital in content delivery when teaching children. A play-based teaching philosophy allows children to interact with their physical environment and, therefore, augment learning and development in all aspects (Bodrova, Germeroth, & Leong, 2013). Play-based curricular programs challenge learners to find out about their environment while meeting set learning objectives.
The play-based teaching philosophy is based on Vygotsky’s views, which emphasize that children’s learning processes are entrenched in social contexts and procedures (Bodrova et al., 2013). According to Vygotsky, play-based curricula should allow learners to create imaginary situations, role-play, and follow specific sets of rules. This philosophy is based on the belief that active participatory learning, which is facilitated by play, is key to the full development of learners’ potential. Learners in active learning environments experience enjoyment, control, interest, and feelings of confidence. Additionally, children experiment, solve problems and make decisions when playing. As such, firsthand experiences in child-initiated play facilitate self-awareness in learners while allowing them to comprehend their world (Thornton, 2015).
Learning activities in child-initiated play
Although learning through play philosophy is child-centered, teachers have vital roles. Teachers play key roles in planning learning activities and aligning them with child-initiated plays. It is a prerequisite that teachers plan specific activities that will exploit all domains of learning, including arithmetic, literacy, and language (Hoisington, 2008).
Vygotsky’s theory of scaffolding is vital in the preparation of learning activities in play-based curricula (Farr, 2014).
First, teachers need to organize the physical environment in which learners will play (Farr, 2014). Playing the environment should be full of open-ended resources that will allow learners to explore and investigate their surroundings imaginatively. Playing the environment should also develop atmospheres where learners are free to experiment and share thoughts. Learners should be allowed to be themselves when learning through play.
Second, teachers should enhance safety by training learners on practical skills pertinent to the handling of tools and play items. Playing in the environment should also be hazard-free.
Learning activities should be planned in a way that allows a child to learn physically, cognitively, linguistically, emotionally, socially, and spiritually.
Play enables learners to develop and augment motor skills. Further, play stimulates memory, imagination, and creativity in learners (Ginsburg, 2007 ). As such, the cognitive level of learning is developed.
Learning activities should also be geared to children’s development of language. Play leads to the development of linguistic skills and, hence, enhances environmental understanding.
While playing, learners have opportunities to freely talk about their feelings and consequently develop emotional skills. Learning through play should also involve social interactions where learners freely interact with their peers. As such, learning activities should be planned in a way that they will initiate the formation of peer relationships. Further, learning activities should create rooms for the appreciation of rules of behavior, sharing, negotiation skills, cooperation, and learning to work as parts of groups. With such approaches, learning activities will influence social development.
It is worth noting that learning activities in this philosophy are unique (Farr, 2014). Some of the most appropriate learning activities include modeling, prompting, and roleplaying. Also, it is recommended that teachers should give positive feedback to reinforce healthy social interactions.
Learners need teachers’ assistance to make sense of discoveries made during play (Ridgway & Quinones, 2012). The teachers’ support will enhance the realization of learning objectives. Additionally, teachers help learners to create links and connections between discoveries and their prior knowledge.
Additionally, teachers (adults) should control the duration and intensity of play. A play should only be allowed to be repetitive if specific learning objectives have not been achieved. Otherwise, teachers should intervene in having learning activities and objectives in mind. Additionally, teachers can intervene if learners lack the required skills and knowledge to facilitate play and achievement of learning objectives (Ridgway & Quinones, 2012). As such, teachers will intervene in aiming at supporting learners’ language and skill development. After play sessions, teachers should create time for reflection and evaluation.
Conclusion
Decisively, it is apparent that teaching philosophies inform pedagogical processes and learning activities. This essay has revealed that a play-based curriculum is pertinent in children learning. As such, the worldview that children learn through play is a relevant and effective approach to teaching. The philosophy borrows a lot from Vygotsky, and it allows learners to interact with their environment as they develop cognitively, socially, linguistically, and in motor skills.
References
Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation; lessons from Vygotsky. American Journal of Play, 6(1), 111-123.
Farr, T. (2014). An Introduction to Using Vygotsky Scaffolding in the Classroom. Web.
Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182-191. Web.
Hoisington, C. (2008). Let’s Play! Using Play-Based Curriculum to Support Children’s Learning throughout the Domains. Early Childhood News. Web.
Ridgway, A., & Quinones, G. (2012). How Do Early Childhood Students Conceptualise Play-Based Curriculum? Australian Journal of Teacher Education, 37(12), 46-56. Web.
Thornton, L. (2015).Getting the Right Balance between Adult-led and Child-initiated Learning. Web.