‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: • understand how children learn and develop • engage with the curriculum and the practice of teaching • learn more about the structure and reality of early years provision and practice for children aged from 0-8 years • develop ways to reflect upon your practice • develop professional skills and attributes needed to take a leading role • understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.
This chapter examines play as pedagogy for playful learning for children’s holistic development and play-based practice. The concept of play is explored by examining play in early childhood, play behaviours, types of play, the concept of playfulness, theories of play, the role of play as playful pedagogy for learning in early years education, policy and play practices. The adult’s role in facilitating playful contexts for children’s learning is discussed. There is opportunity for reflecting on childhood play experiences and contexts in which playful learning takes place.
Pedagogy for play-based practice
There is a long tradition of play-based practice in early years education (Moyles, 2010a) as valued pedagogy for children’s holistic learning and development. The word ‘play’ is used in early years ...