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E103 ST13 PLAY (access to play influenced by many factors: ST13, p.129…
E103 ST13 PLAY
access to play influenced by many factors: ST13, p.129
health
may not experience play first hand ST13, p.129
irrefutable evidence-regular exercise helps combat obesity & other health issues. And that healthy activity patterns are established in childhood R2 p6
but fatties won't run in yard however long/pften breaks are
wellbeing
gender
religion
culture
social and economic contexts of family
environment
geography
'many different experiences of 'childhood'
ST13, p.129
=
many different experiences of 'play'
recent increase in digital and virtual use causes concerns over lack of traditional play, coupled with issues of online safety and obesity ST13, p.130
focus on numeracy and literacy attainment takes time from PE, dance and play in general. ST13, p.130
adult fears and the wish to safeguard...restrict...accces to free, spontaneous and wide-ranging play
ST13, p.130
'free play' p.130-1
freely chosen p.130
not if forced outside!!
personally directed p.130
motivated p.131
undertaken for it's own sake p.131
which is preferred by children
part of the essence of growing up
Samuelsson and Johansson 2006, cited in ST13, p131
all Brown and Cheeseman, 2003 cited in ST13, p.131
brings together the emotional and physical worlds of the child
Same & Joh '06, ST13, p131
structured
clubs, groups, adventure playgrounds- childcare AND because parents wish to support and provide the best for their children ST13, p131
playground supervisors often 'manage' the fun p131
early years and after school clubs don't allow for free play p131
Forest school great but prescribes what do and experience p132
do adults 'take over' Brown & Cheeseman cited in ST13 p131
health and safety rules and regs limit what is 'allowed' p132
Son-Rise programme (R) 4 autistic children - Brimacombe &Hancock, 2004 (Not edited) Reader 2 p.122
principles are mostly common sense
follow autistic child's lead - 'join' then use enthusiasm to draw them into social interaction
skill of being involved and authentic = collaboration of adults &children = how adults support their play and education R2, p.123
Learning through play
still applicable for older children? p.140
adults guide toward play that is believed to create beneficial outcomes; acquisition of certain social, emotional and cognitive skills and combat obesity, anti social behaviour etc Lester & Russel 2008, cited in reader 2 p.3
RISK
R2 p.8 & see Environment mind map
relate best to child-initiated play ST13, p131
allows children to experience and encounter boundaries, learning to assess and manage risk in their lives; both physical and social. Charter for children's play
- Play England Website- Activity 13.2
the Audit Commission (BVPI 115
cited in GLA.2005 cited in T13, p.134
a huge range of experiences required; the elements, challenges, upset, joy, free movement, stimulation of senses, role play/arts/creativity, social interaction, change (seasons, building/demolishing, meeting/parting) etc
stimulates imagination and creativity too which can
drive their involvement in learning within the curriculum
p.134
Important for: Development, learning, health and wellbeing ST13, p.127
innate need to express themselves, to explore, learn about and make sense of their world
. Charter4 ch pl - Play EngWeb- Activ 13.2
how express impulse to
explore, experiment and understand
Dobson citied in ST13, p.130
Important for a child's development Dobson citied in ST13, p.130
considerable and diverse research which links play activities to a range of developmental benefits
Reader 2 p4
through play ch acquire knowledge and practice new skills, providing a foundation for more complex processes and academic success
Fisher et al, 2008 cited in R2, p4
Play is the fundamental way that children enjoy their childhood. It is essential to their quality of life as children
- Charter for children's play - Play England Website- Activity 13.2
‘Play is what children and young people do when they follow their own ideas and interests, in their own way and for their own reasons.’
(DCMS, 2004) Charter for children's play *- Play England Website- Activity 13.2
satisfying to the child, creative for the child and freely chosen by the child
. Charter for children's play *- Play England Website- Activity 13.2
time and space to play away from adult gaze =more natural and unstructured= 'richer children's play is as an educational activity'
Farne 2005 cited in R2 p5
UNCRC
Article 31 - rest& leisure, play and recreational activities, participate freely in culture&arts p132
inline with charter for children's play
apparently need to spell out what kids need
should stipulate that indoor options are offered.
can only be 'freely chosen' & 'personally directed' if have options- shoved outside??
eg: colouring in, dressing up, quite time
fatties don't run anyway so obesity not excuse for 'go outside'
allowing 'children to be children' not a new concept= Rousseau (1712-1778) & Froebel (1782-1852) p.140
in play, children sometimes display high levels of concentration, enthusiasm and determination - ST13, p.130
unlike when 'working' so find a way to engage them in the work so they display these same admirable qualities
breaks during school day...maximise the attention they pay to subsequent tasks...led to call for frequent breaks throughout school day R2 p4
fine line...some children take ages to get back in zone
can be significant in terms of lifelong interests and learning-
definitely in my case! ST13, p.129
subjected to strict 'playless' regimes?
piano eg v extreme ST13, p.133
different people have different definitions of play
Dobson citied in ST13, p.130
not just physical
cognitive
imaginative
creative
emotional
social
can be therapeutic. It helps children to deal with difficult or painful circumstances such as emotional stress or medical treatment. Charter for children's play *- Play England Website- Activity 13.2
Play may or may not involve equipment or have an end product. Children play on their own and with others. Their play may be boisterous and energetic or quiet and contemplative, light-hearted or very serious. Ch4cP. Playing Web. Act 13.2
The seven play objectives; freedom, boundaries, risk/safety, range, independence, respect/social skills, wellbeing/knowledge & understanding charter4ch pl
ST appreciates 'play' is complex, individual concept yet focusing on 'the playground' as place for 'fun!!?
playtime tends to be given a low priority compared to what happens in classrooms R2, p.3
Perry Branum(2009) & others propose a relationship between outdoor play and learning R2 p.4
being outdoors has a positive impact on wellbeing as op to do things differently and on a diff scale to indoors. R2 p4
I agree if a learning experience but 'shoved out in the cold' opposite of 'good for wellbeing' all get ill!!!
p130
instinctive; don't need an adult to
tell
them to play ST13, p.131
infact can be more meaningful when adults not around
when adults do join in it changes, be careful not to be too directive ST13, p131
Piaget p140
Vygotsky p.141
Rousseau p.140
Frobel p.140