Play is an underlying theme of the Early Years Foundation Stage (EYFS) but it is often a challenge for practitioners to provide a play based curriculum. This book investigates the values and beliefs that underpin play and demonstrates through case studies how play opportunities can be observed, planned and assessed in a meaningful context for the child.

Organized into four sections that mirror the EYFS, this book takes you through the curriculum framework demonstrating how play underpins each of these principles and is the common thread that links them together.

Chapters include:

celebrating children's play choices; ways to work with parents; inspiring environments for inspirational play; the role of play in supporting key relationships; creative play for flexible learning

Incorporating the voices of Early Years practitioners, this book takes the unique approach of analysing the academic theory, showing how this can be put into practice and then suggesting activities to facilitate reflective practice and professional development.

Useful to all those studying on any Early Years course, the book is particularly relevant to those leading practice in early years settings and those working towards Early Years Professional Status (EYPS).

Playing and Learning: Ways of Being in Action

Playing and Learning: Ways of Being in Action

Playing and learning: Ways of being in action

Chapter Objectives

This chapter encourages practitioners to critically examine their personal perspectives on playing and learning and in particular to consider in more depth the role of children as players and learners. The focus is on developing children's dispositions to play and learn through practice that is informed by a knowledge and understanding of children's identities as players and learners. This requires practitioners to examine their assumptions about play and to recognise the challenges involved. Key themes introduced for this purpose include reflection on current debates and theoretical perspectives, examining the way play is conceptualised and learning about children as players and learners from observing and participating in their play.

Ways of ...

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