Learning Through Play

By highlighting the learning potential with different play activities, this book shows how play can complement and enhance the social, emotional, perceptual motor and intellectual development of children in their early years.

This timely and accessible text introduces, theorises and practically applies two important concepts which now underpin early years practice: those of ‘playful learning' and 'playful pedagogies'. Pat Broadhead and Andy Burt draw upon filmed material, conversations with children, reflection, observation, and parental and staff interviews, in their longitudinal study of outdoor and indoor play environments in an early years unit. This research-based text offers extensive insights into related theories, as well drawing on the authors’ skills and knowledge as researcher and as class teacher in order to provide opportunities for personal reflection and possibilities for practical application in early years classes and settings. Discussing both indoor and outdoor environments, the text explores ideas surrounding ‘open-ended play’, and ‘the whatever you want it to be place’. It illustrates how the themes of children’s play reflect their interests, experiences, knowledge gained at home and in school, and their cultural heritages. By showing how children become familiar and skilful within open-ended play environments, the authors illustrate how the children’s co-operative skills develop over time as they become connected in communities of learners. Alongside the examples of children’s playful learning, the book also considers the implications for resourcing and organising playful settings through playful pedagogies that connect with the Early Years Foundation Stage curriculum (DfES 2007) and with the Tickell Review, ongoing as the book went to press. Understanding Young Children's Learning through Play uses children’s perspectives on their play to illustrate how rich their personal understandings are. It also includes parental reflections on what may initially appear a risky and unusual outdoor environment, and it draws attention to the importance of conflict resolution in play in order to extend children’s resilience and assertiveness. This insightful text will be of interest to students of early years education, early years practitioners, academics and researchers.

Learning Through Play translates the theory of play into practice while seamlessly integrating the Australian Curriculum, government policy and current trends. It aims to create a shared understanding of play and play-based pedagogies that positively influence the everyday practices of educators and improve the learning experiences of children. The book extensively covers the various contexts that children may engage with during the early years - the period from birth to age 8. Learning Through Play is structured to complement the Early Years Learning Framework and early childhood education studies. It begins by drawing on theories to discuss the centrality of play to children's development and learning, then delves into the practicalities and challenges of implementing these play-based approaches, and finally discusses the future of play in early childhood contexts. With several learning features that blend theory, context and practical skills, Learning Through Play will not only help pre-service teachers to understand play in principle and in practice, but also to advocate articulately for play-based approaches.

Publisher description

Describes play workshop experiences that give educators a deeper understanding of play-based learning and illustrate the power of play.

New edition of the highly respected textbook that presents the key ideas and best practices for students working in this area.

"Excerpts from The absorbent mind ... translated from the Italian by Claude A. Claremont"--T.p. verso.

This book examines the development of play skills and schemas to support children with learning differences and physical disabilities in learning to play. It highlights the need for appropriate playground equipment in all school settings that educate children with physical disabilities and sensory needs to ensure equal opportunities for outdoor play. Several play approaches for meeting sensory needs are discussed including Lego therapy, Art therapy, Sand play and Soft play. Digital play for students with physical disabilities is an important chapter in the book. Role play and the ways in which virtual reality and psychodrama support anxieties that some students have is another important chapter. There is also a chapter devoted to parents on how they can support their child at home and how the school can support them. At the end of the book there is a plethora of resources that readers can copy or adapt to suit their setting. The book provides support for those managing outdoor play for these children at peak times of the day. It shows how play-based learning can work in a classroom setting; the importance of sensory profiles and sensory play; and how play therapy can aid neuroplasticity.