Enucleate Little One's Perceptions Focusing - Report Example

Interpretation and Analysis of Interview The process of analysis has been taken so as to gain insight on perception of early-years teachers regarding benefits and challenges that faces learning through outdoor and indoor plays among children in the early fears. This analysis sought to understand the benefits and the challenges by setting a ten minute interview that was structured and designed to engage the interviewer one on one. Open ended questions were also chosen so as to fit the learners and objective of the study. Other basics of the interview was time to be spent. This was communicated to and the respondents agreed to it. According to recommendations made by Denscombe (2010), there was also a need to ensure that respondents are neither interrupted nor given noisy environment. As seen in the attachment below (attached as appendix 1) the questions are objective specific and within the levels of the interviewer. For instance, there are questions that try to find the meaning of play while others find the benefits of indoor and outdoor play and the roles of adults in such plays. According to Denscombe (2010), location needs to be accessible by the interviewer. This was also done to ensure that respondents are focused and relaxed for the interview process. It is also worth noting that the consent of the interviewer was sought to have the process recorded as an audio. For the transcribed and analysed interview (see the appendix 2) Talking of analysis, thematic process of anaysing such data was borrowed from Braun and Clark (2006). As also suggested by Byrne (2001) there was a need to give the transcripts different colours that depict codes and themes. Actually some of the elements highlighted in this case include elements of the curriculum, factors of play challenges to using play as a learning technique and developmental outcomes of learning through play. These themes are further highlighted in the table A below. Table A: Themes and Respective Codes Themes Codes Challenges to using play as a learning technique Provisions cause problems Weather and clothing Risk Assessment Play not progressive Developmental outcomes of learning through play How physical development occurs Social/Language Play/activities promote independence Science knowledge Mathematical opportunities Elements of the curriculum What provisions are needed/why Activities When/how are assessments done Factors of play Why use play Who are the initiators of play What play consists of Where it occurs Who is involved Elements of the Curriculum For the interest of the interviewer and nature of the questions involved, it was necessary and beneficial to include opportunities that enhance new play opportunities, aspects that will illicit positive interests among the respondents and even provide avenue for new challenges. It has also been agreed through her suggestions that activities she has been engaging with were important play techniques. This involved activities such as playing balls, cycling up and down the mountain, climbing trees and pedaling among others. This made it easier working with locally available materials but such also depended on the intended objective of the play. For instance choosing a particular material of play depended on how the indoor and outdoor provisions should be different so as to ensure different learning areas. Also taken into considerations were the available spaces however, such was not stressed with regard to outside play. Gender was also important part that highlighted by the interviewer. This was particularly with regard to how the outcome might be experienced if different gender is subjected to different kinds of play. For instance, if the type of play chosen is more popular with boys then chances that girls benefitting from the chosen game is low. Process of observation was a major factor considered as assessment tool not for assessment of individual participant to understand the whole group for future planning. This process also enabled teachers to assess and understand different developmental stages of learners, understanding developmental stages, learnt skills and use that to compare baseline assessments. To better understand the play, the following extract can help: Line 97 reads; “…make sure the children have got the correct clothing on […]. You need the staffing because you can’t just send children outdoors with no supervision.” Another interesting part regards line 54 where it reads, “…base-line of what developmental stage children were at […], re-look at those child development stages at the end of your assessment periods…” Line 61 connects it by suggesting, “[Boys like] the big movement play […]. They’ll [girls] perhaps get more involved in the social play…” Learning Through Play and the Related Developmental Outcomes As argued by Howard (2002), the aim of subjecting learners to these kinds of play is to ensure that developmental stages and learning outcomes are enhanced. With this particular case, a range of outcomes were described that were deemed beneficial and were often the aim of using play. The lesson learnt was that there were materials aimed at improving both physical and social development. For instance, plays that are non-focused only promote physical engagement among players while cohesive ones where learners are given time to mingle in groups gives such learners to improve their language and social aspects. Other benefits of the play involved; Confidence building Creativity and construction and Problem-solving abilities The effort to understand knowledge was made possible through the introduction of subjects such as science and mathematics. The following details extracts from the transcript; Line 120 details, “…[outdoor clothing] can be put on little hooks, teach the children to be independent get it for themselves.” Line 111 explains, “…language, socialisation and exploring the world […] finding out about their world.” Line 70 on the other hand states, “…experience the weather in all sorts of different types if the children are out regularly […] opportunities to experience weather…” And finally line 134 states, “…[provision] can be enhanced by taking outside additional resources, like making dens…” Factors of Play Factors of play are essential element in the play and have been detailed in this process due to such importance. The teacher assured that the play was aimed at improving learning outcomes. The play was easy to understand one whereby children could easily initiate and engage is independently. Also that formal education (the teacher was referring to the desk that was to be sat on. See line 23 below) is not suited to children in the early-years. There is also important point that has been highlighted. This is the idea that there are different outcomes depending on the person initiating the play. For instance, Baumeister et al. (2004) argue that children initiated play is less focused compared with when the same play is initiated by an instructor or teacher. Therefore the more such play is focused, the more outcomes such as problem-solving (a good example used in this case is the moving of water from one point to another) is realised. Basically the argument is that child initiated may not push the child further in their development. The argument above posits that whoever is involved as initiator affect benefit play will have on a child. However, recent commentators believe that was children initiated play have even bigger impacts which cannot be disputed. But learning through group play could have subtle benefits like developing social skills. Adults may also help encourage learning or model a process to aid the learning. The interviewee also described how learning through play is not just for school but can be done anywhere such as helping children explore a hedgerow during a walk. The following extracts can be used to better understand the above claims. Examples - extracts from the transcript; “…they are naturally curious and play helps them find out about the world that they’re in…” Line 12 “…exploiting really what children naturally do, […] they naturally want to play and explore…” Line 17 “Children are curious and will take time and engage in the play and will be focused if it’s something they are interested in…” Line 18 “They will be learning lots of the social skills they will need later in life…” Line 33 “…without any adult intervention they may not perhaps progress…” Line 42 Challenges Facing Play as Mechanism for Learning In as much as commentators in the field of education appreciate the significance of play to children, there are challenges that come with it and such cannot be disputed. Basing on this particular case, there is a specific challenge that is detrimental when opting for play. One of such s the overlapping of the above mentioned themes. Therefore it might force the interviewee to create other themes so as the outcome of the play is not affected. The interviewee described the need for provisions of equipment, materials and structures, that a deprived environment could be unfavourable for learning through play. The effect here is the limiting resources which actually affects the outcome of the play. Weather condition of the day has been debated to affect play as a mechanism of play. Though in this case weather was favourable, precautions should be taken to protect players against weather conditions that could affect the outcome of play. Suitable organisation and staffing was also a matter of safety and a method of enhancing the benefits of play. To link this concept to its practicability, the interviewee explained that to have developmentally beneficial play, practitioners need to be organised. These include but not limited to provision of appropriate facilities/resources the ability to go out irrespective of weather conditions outdoors. The extracts below can help understand the arguments; Line 95, states,“…got to look at and risk assess the activities […]. You’ve got to get set up and have, make sure the children have got the correct clothing…” Line 95 Line 123 states, “Outdoor verandas and shade sails, can protect the children in the hot sunny weather, and parasols that children can be under in the sun, and Perspex verandas can just give a little bit of protection from the rain.” Conclusion There are conclusive remarks that can be drawn regarding the above argument and analysis. To begin with, though benefits of play to children come with challenges, interviewee has insisted that benefits are much more compared with the challenges. And when proper planning and assistance such challenges can be overcome. Talking of benefits, such include the acquisition of physical development and social skills. Play has also been described as a process of learning that is more appropriate for young children as it can be more informal, more natural and so keep children more focused and engaged, rather than formal education. There are other benefits considered to help learners develop allowing children to learn and develop on their own style and at their own time. Self Reflection To begin with, the interview was successful with question objective specific. However, some responses showed confusion and answers wrongly placed. This was corrected through my interventions. One particular case is the question which was re-ordered as it was thought that it would be more appropriate and allow the interview to flow better in the new order. It is also important to note that in some cases, it was challenging not to join in the conversation and explore other routes or topics that the interviewee described. Again the stipulated time was overstretched due to some answers which took longer than anticipated. This is a lesson learnt and future interviews will be time strict. The process of education left in me a mixed feelings; enjoyable and challenging. But much has been learnt particularly with body language, seating, careful use of language, and will impact positively towards my learning and teaching process. I have learnt that transcription and analysis of interviews can be a complex and lengthy process and thus proper planning is needed. In as much, the qualitative data and results gathered can be very rich and give a lot of in-depth information on a topic, or answers given may raise new topics or issues that have not been previously considered by the researcher. In short, the process of analysis and interview has been impactful and educative. Reference Lists Baumeister, R.F. and Vohs, K.D. (Eds.) (2004).Handbook of self-regulation: Research, theory and applications. New York: The Guilford Press. Byrne, M. (2001) Data analysis strategies for qualitative research. AORN Journal. Vol 74(6), pp 904-905 (http://findarticles.com/p/articles/mi_m0FSL/is_6_74/ai_81218986/pg_2/) Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology. Vol 3, pp 77-101 Denscombe, M. (2010) The Good Research Guide. 4th Ed. Maidenhead: Open University Press Howard, J., (2002). Eliciting Young Children's Perceptions of Play, Work and Learning Using the Activity Apperception Story Procedure. Early Child Development and Care. 172 (5): 489-502. Read More

Gender was also important part that highlighted by the interviewer. This was particularly with regard to how the outcome might be experienced if different gender is subjected to different kinds of play. For instance, if the type of play chosen is more popular with boys then chances that girls benefitting from the chosen game is low. Process of observation was a major factor considered as assessment tool not for assessment of individual participant to understand the whole group for future planning.

This process also enabled teachers to assess and understand different developmental stages of learners, understanding developmental stages, learnt skills and use that to compare baseline assessments. To better understand the play, the following extract can help: Line 97 reads; “…make sure the children have got the correct clothing on […]. You need the staffing because you can’t just send children outdoors with no supervision.” Another interesting part regards line 54 where it reads, “…base-line of what developmental stage children were at […], re-look at those child development stages at the end of your assessment periods…” Line 61 connects it by suggesting, “[Boys like] the big movement play […].

They’ll [girls] perhaps get more involved in the social play…” Learning Through Play and the Related Developmental Outcomes As argued by Howard (2002), the aim of subjecting learners to these kinds of play is to ensure that developmental stages and learning outcomes are enhanced. With this particular case, a range of outcomes were described that were deemed beneficial and were often the aim of using play. The lesson learnt was that there were materials aimed at improving both physical and social development.

For instance, plays that are non-focused only promote physical engagement among players while cohesive ones where learners are given time to mingle in groups gives such learners to improve their language and social aspects. Other benefits of the play involved; Confidence building Creativity and construction and Problem-solving abilities The effort to understand knowledge was made possible through the introduction of subjects such as science and mathematics. The following details extracts from the transcript; Line 120 details, “…[outdoor clothing] can be put on little hooks, teach the children to be independent get it for themselves.

” Line 111 explains, “…language, socialisation and exploring the world […] finding out about their world.” Line 70 on the other hand states, “…experience the weather in all sorts of different types if the children are out regularly […] opportunities to experience weather…” And finally line 134 states, “…[provision] can be enhanced by taking outside additional resources, like making dens…” Factors of Play Factors of play are essential element in the play and have been detailed in this process due to such importance.

The teacher assured that the play was aimed at improving learning outcomes. The play was easy to understand one whereby children could easily initiate and engage is independently. Also that formal education (the teacher was referring to the desk that was to be sat on. See line 23 below) is not suited to children in the early-years. There is also important point that has been highlighted. This is the idea that there are different outcomes depending on the person initiating the play. For instance, Baumeister et al. (2004) argue that children initiated play is less focused compared with when the same play is initiated by an instructor or teacher.

Therefore the more such play is focused, the more outcomes such as problem-solving (a good example used in this case is the moving of water from one point to another) is realised. Basically the argument is that child initiated may not push the child further in their development. The argument above posits that whoever is involved as initiator affect benefit play will have on a child. However, recent commentators believe that was children initiated play have even bigger impacts which cannot be disputed.

Read More