Play Based Emergent Curriculum:
•Sees children as active, self-motivated learners
•Play is how children make meaning out of their world. Through play they explore, investigate, and build on what they already understand. Play stimulates cognitive development. Teachers observe the children’s play and build off of emerging themes to bring in new ideas/concepts.
•Children are highly interested in the topics and are ready to learn the new ideas/concepts. Teachers provoke discussions and scaffold children’s play to allow children to think about what they are doing.
•Play is co-constructed (between child and teacher)
•The curriculum is built on the strength of the child.
•Teachers’ reflections of the children are crucial for building the curriculum.
•Play is how children make meaning out of their world. Through play they explore, investigate, and build on what they already understand. Play stimulates cognitive development. Teachers observe the children’s play and build off of emerging themes to bring in new ideas/concepts.
•Children are highly interested in the topics and are ready to learn the new ideas/concepts. Teachers provoke discussions and scaffold children’s play to allow children to think about what they are doing.
•Play is co-constructed (between child and teacher)
•The curriculum is built on the strength of the child.
•Teachers’ reflections of the children are crucial for building the curriculum.
The Research and Theoretical Framework
“Physically and mentally engaging, play-based activity is essential for overall healthy child development” (Stegelin, 2005)
“Play is an essential part of every child’s life and vital to his/her development; for intellectual and educational development; and for acquiring social and behavioural skills” (Hampshire Play Policy Forum, 2002)
Play creates “self-fueled and synergistic” learning (Anderson, 1998)
“Children’s play behaviours become more complex and abstract as they progress through childhood” (Piaget, 1962)
“Play is an essential part of every child’s life and vital to his/her development; for intellectual and educational development; and for acquiring social and behavioural skills” (Hampshire Play Policy Forum, 2002)
Play creates “self-fueled and synergistic” learning (Anderson, 1998)
“Children’s play behaviours become more complex and abstract as they progress through childhood” (Piaget, 1962)