Role of Play in Pedagogy - Essay Example

? Introduction It is imperative to ensure that children develop holistically through their interaction with the environment. This is contrary to the process of feeding them with information that will only make it difficult for them to understand the social issues well. Play has been used as one of the tools that ensure that the children are able to appreciate their environment, while gaining vital skills. In the current system in the early education, teachers are encouraged to promote play in children. They are exposed to different kinds of games that are not only meant to make them motivated to learn but also ensure that such children develop holistically. Research has indicated that through play, they are able to develop mentally, physically and emotionally. In terms of social development, children are able to develop their language skills and interaction with others. Children who appear shy are said to become more confident when they are allowed to play. This is owing to the fact that through playing, they are able to open up and interact with the rest of the pupils. Intelligence in children has also been attributed to the same social phenomena. It assists children to develop mentally and reason when they are faced with different challenges. For instance, some games played by children require that major decision-making. In the process, such children are able to develop mentally and deal with different challenges in life. Play has also been imperative when a teacher want to know the talents of such children. One can tell whether a child has leadership skills through this. This is by observing how the children behave when they are interacting with the environment through play. For understanding important play and pedagogy, the following observation was done in a kindergarten setting. I visited a certain kindergarten with a view to observe how play and pedagogy assist in child development. After receiving permission from the administration, I was allowed to walk into the classroom as well as the field of play to make observation and note down. The following are some of the observations that I was able to make Day 1 Class setting The setting of the classroom in itself indicates that children are supposed to learn through physical illustrations. On the walls, there were different charts, which had different kinds of drawings, some of which had been made by the children. The charts had alphabets, and drawings that represented every word. For instance, in a letter ‘C’ there was a large cat that was drawn to make it easy for the children to understand. The class had large tables with chairs where the children were supposed to sit. However, there was a large space in the classroom, which had been left for a purpose. At one corner of the classroom, there was a television set which is use sometimes by the teachers to pass important information to the children. Windows are higher to ensure that children are not distracted. The design of the classroom indicates that safety measures have been taken to protect the children against any form of harm. The pupils In this particular study, I sampled out two pupils that I would use in making observations. They were Jane and James. The pupils observed were between 3-4 years of age. They were jovial as they went on with their activities in school. One of the most striking features is that the pupils came from different sociocultural backgrounds. The class had full representation of different cultures. On the other hand, the class was designed in a way that it would allow children with special needs to be included. The class had two children who were physically challenged. They were however able to appreciate learning just like any other normal children. The teacher would ensure that such children got special attention to facilitate learning. Teaching procedures Immediately the children enter the classroom, they are required to get into a circle. Jane and James and the rest of the chilren hold hands as they begin singing songs that indicate their knowledge of where the sun rises. As they sing, they also demonstrate what an individual does especially after they have woken up. For instance in one of their songs they said, ‘…I wash my hands…wash my face…take a cup of tea…come to school.’ As they do sing, they demonstrate through action that they actually understand what they are saying. After that, they sing a song that shows they understand the different body parts and their names. They touch such parts as they continue singing. The way James and Jane perform such activities indicate that they have been doing this for a long time. After settling down, the teacher had the television switched on to allow the children watch an interesting story. They were attentive all the time showing that they were enjoying the story. After that, the teacher would ask questions such as, ‘why was Mary punished by his mother?’ children would raise their hands to answer. Then Jane would say, ‘because she refused to go to school.’ The teacher would acknowledge the effort of the children and say, ‘well done.’ Then the rest of the children would clap their hands. This kind of learning allowed the teacher to teach different themes to children using interesting methods. For instance, the theme in this story allowed the children to learn about obedience and importance of education. It was a kind of animation, which children found interesting and therefore were ready to listen. Afternoon play In the afternoon, the teacher ensured that the children went outside to play. Different types of toys were taken from the cardboard, and children allowed choosing the ones they found interesting. This was done as the teacher was joined by three of her assistants to assist the children in playing. Depending on the type of toys and games that the children wanted to play, they were put into small groups. They would therefore be allowed to play as they interacted with each other. Some games would include arranging bricks, completing words and other types of play, which ensure that children develop mentally. As this went on, I was able to make a number of observations. To assess the children’s understanding what they were doing, the teacher would ask, ‘have you ever seen an aeroplane?’ ‘Do you have a car at home?’ ‘Will you buy a car when you grow up?’ ‘What do you need to do to buy a car in future?’ these questions were meant to find out whether the children could focus on life from a wider perspective. That is, whether they would use such games to explain different social phenomenon including reflecting on what their parents own. It is also a way of understanding whether the children understood the importance of education in being able to achieve such things and operating them. For instance, those with aeroplanes are asked, ‘what is the name of the person who flies an aeroplane? The teacher would assess whether the children understood what it takes one to become a pilot for instance. James would for instance respond, ‘they have been trained how to fly.’ This would therefore assist the children to appreciate the importance of education through play. Day 2 In this particular day, the main observation was to find out whether the individuals physical play was also part of the school curriculum. The teachers had already informed me that field play was also part of learning and that it has been used to increase knowledge to children. However, the teachers informed me that it was supposed to be used for the purpose of fostering good relationship amongst the children, social skills and physical development. The children played different kinds of games, which included athletics, football, hide, and seek. All the children were enthusiastic and seemed to enjoy playing. However, I wanted to know whether indeed play could assist children to become more confident. However, through this short observation, it was difficult to tell. This prompted me to talk to the teacher on the same issue. She informed me that she had observed shy and antisocial children being able to interact with others after being exposed to these games. Critical evaluation of above observation Play has been said to be an integral part of child development. It is the process through which children are able to learn different social phenomenon and internalize them. They are able to enjoy what they are doing based on the fact that they are intrinsically motivated. According to research, children are able to develop their language and communication skills (Taylor & Woods 2005, p.98). This observation was made in the visited kindergarten. As Jane and James continued to play, it was observed that they learned how to communicate and understand the different types of the body. The teachers who would ask children to respond to some questions facilitated communication. Through their response, children would develop their language in both pronunciation and communicating. The teacher would also take that opportunity to correct any grammatical mistakes that the children would make. As indicated before, the class represented children from different cultural backgrounds. For this reason, some of them had problems pronouncing some words due to the effect of their native language. However, they would be corrected and as the time went on, they would learn. Apart from language development, children were able to grow physically through games. This is imperative in the sense that it allows the children to avoid certain health complications. Many governments in the United States and United Kingdom have been facing challenge off increased number of obese children (Edwards & Knight 2001, p. 98). Though this is a lifestyle disease, physical activities play a major role in its reduction. According to one of the teachers’ physical play is necessary in that kindergarten. It has assisted in ensuring that children were healthier. It ensured that children burned excess fat to prevent major health complications. As the children were playing, I was able to observe that they were flexible. According to the teacher, games were also a way of promoting and identifying the different gifts and talents that the children had. The children would therefore be supported to realize their full potential in future. Emotional development was also imperative growth that would be realized through games (Rodger 2012, p.98). As indicated before, some children who appeared shy would soon begin becoming more confident as they continued to interact with other children. Some when they come to school face different challenges interacting with other children due to what they face at home. For instance, some children are exposed to different kinds of abuses by their parents. This is especially the children coming from dysfunctional families (Pound & Hughes 2005, p.65). According to the teacher, the play and other forms of interaction had made it possible for them to identify children with such problems. ‘Once we identify the problem, we call the parents so that we can know the way forward,’ the teacher said. She indicated that some children have been denied parental love. Such children have not been trained on how to interact with others. In addition to that, such children had not developed the skills that would assist them to interact with one another. On the other hand, it was imperative to ensure that such children would be able to develop such skills (Palaiologou 2010, p.76). It was therefore one of the ways through which the teachers ensured that such children found love in the learning institutions. They were also able to develop different skills, which assisted them to overcome different challenges in life. Games according to observation and the teacher assisted the children to enjoy learning. According to teacher’s explanation, a majority of children do not find school interesting on the first day. This is because they are used to being in one setting, that is, at home. Some of them cry while trying to follow their parents. To ensure that such children stick in school, it becomes vital to ensure that children are able to enjoy learning (Mooney 2008, p.76). From the observation made, children appreciated what they were doing, and they seemed to be motivated. Their motivation was intrinsic, that it, the self-motivation. They were able to continue learning without being forced to do so. This is necessary because it assists the children to become more creative and internalize what they have learned. It is indicated that there is a correlation between cognitive development and play (Miller & Pound 2011, p.76). As indicated above, some of the games that the children were playing would prompt them to be more creative and use their rationality. They would need to reason in order to overcome some of the challenges present. This would allow such children to develop mentally. They are involved in many decision-making processes, which assist them to become better people in solving different challenges in life. In addition to that, some games are said to assist children to learn and appreciate arithmetic. They are able to perform simple arithmetic that involve additional, multiplication, additional and division. This will later prepare such children to becoming great mathematicians. One of the other major observations that were made is the fact that the teacher appears as the director. Children act as leaders determining how the teachers would respond (Mayall 2000, p.98). For instance, in the construction of a curriculum, the teacher would reflect on the needs of the pupils. Teaching should be pupil-centred, according to the teacher. The teacher is not allowed to dictate to the children what they are to learn, but should only guide them. This gives the children the freedom of interacting with the environment. This is important in the sense that it has made sure that the children gain as much knowledge as possible. This is unlike in the upper primary where the teachers and the curriculum may dictate what the children should learn. This is disadvantageous in the sense that it limits the children to specific knowledge. From the observation made, it was also possible for the children to become more creative and imaginative (Pugh 2008, p.98). The teacher was also able to assess whether the children appreciated the need for learning. For instance, asked how the pilots learned to fly aeroplanes, the children stated that it was through the knowledge gained in education. This is a way of ensuring that the pupils understood that they are in school, not just to pass time, but also to become important members of the society. Creativity was also observed when the children were involved in role-playing (Goffin & Wilson 2001, p. 87). Those who acted as teachers or any other leaders were observed. They had creative ways of solving different challenges. For instance, in a task that requires to be addressed within a short period of time, such leaders would increase the number of students. This kind of creativity is passed latter on when such children grow to become leaders in different organizations. It is therefore imperative to note that play in children becomes very important in addressing different social challenges, as well as being a foundation for future challenges. It is through this process that children become creative and bright, ready to face life with confidence. However, as indicated above, different types of games are vital. Pedagogy, as indicated before should ensure that children do not only grow physically, but emotionally and mentally. For that reason, different games should be availed to children. As it was noted, such children have different preferences. Some of them appreciate the field games more than the use of toys. On the other hand, the toys may not allow the children to develop physically. It would therefore be difficult to mitigate the health problems, which occur to children who are not involved in games. This is also imperative when the teacher wants to tell the different skills and talents of the children (Glenda 2003, p.84). Such games therefore ensure that the children grow holistically and their different needs are addressed. Inclusion has become important in many learning institutions. It is the process through which the children with special needs are allowed to learn together with the rest of the children. According to the teachers, this is imperative in the sense that it assists in boosting the self-esteem of such children. This is unlike when such children are expected to learn in special schools. Finally, safety of the children in the classroom was guaranteed. This is supported by the fact that the classroom did not have any barriers that would harm the children. This is because chiren at this stage happen to be very impulsive, moving from place to place without care. They may hurt themselves in the process, hence the need to take precautions. On the other hand, to ensure that the children were not carried out by what was happening outside, the windows were higher than the children would see. It is indicated that at this stage, children can be easily distracted. They are carried away by the activities taking place outside. It is the responsibility of a teacher to ensure that such children remain focused in classroom and appreciating learning. In conclusion, pedagogy and play should become an integral part of the children’s leaning. The former term refers to the process through which the systems at the place of learning to ensure that children develop holistically. Children are able to develop socially, physically and mentally. In the visited school, it was observed that the pupils were able to interact with their environment to gather more knowledge. It is through play that the teachers are able to realise the talents and gifts of children. The teachers can thereafter help such children to be developing their different talents and skills. It is also imperative to ensure that the all the children setting is able to foster knowledge. Children should be protected against any harm by ensuring that the environment is safe. On the other hand, play plays an imperative role in ensuring that the children become healthier. As indicated before, it is imperative to note that the number of children with obese issues has been on the increase. Children should be given the opportunity to choose what games they want to play. Bibliography Edwards A. & Knight P. 2001 Effective Early Years Education. Teaching Young Children, Buckingham: Open University Press. Glenda Mac Naughton 2003 Shaping Early Childhood. Learner, Curriculum and Contexts, UK: Open University Press. Goffin S. & Wilson C. 2001 Curriculum Models and Early Childhood Education (2nd Edition), New Jersey: Prentice Hall. Pugh G. 2008 Contemporary Issues in the Early Years: Working collaboratively for children, 3rd Ed. London: Paul Chapman. Mayall, B 2002 Towards a Sociology for Childhood: thinking from children’s lives. Buckingham: Open University Press Miller L. and Pound L. 2011 Theories and Approaches to Learning in the Early Years (Critical Issues in the Early Years), London: Sage. Mooney C. 2006 Theories of Childhood: An Introduction to Dewey, Montessori, Erickson, Piaget and Vygotsky, USA: Redleaf Press. Palaiologou I. 2010 the Early Years Foundation Stage: Theory and Practice, London: Sage. Pound L. and Hughes C. 2005 How Children Learn: From Montessori to Vygotsky - Educational Theories and Approaches Made Easy, London: Step Forward Publishing. Rodger R. 2012 Planning an Appropriate Curriculum in the Early Years (3rd Edition), London and New York: Routledge Taylor, J & Woods, M (Eds) 2005 Early Childhood Studies: A Holistic Introduction. 2nd edition. London: Arnold Read More