Guided play-based learning
Research has proven that there is a strong connection between learning and play for young children, "especially in areas of problem solving, language acquisition, literacy, numeracy, and in development of social, physical and emotional skills" (Government of Ontario, 2010, p. 6-7). In order to run an effective classroom in the FDK program, I will take full advantage of play and incorporate intentional learning opportunities in the physical environment through play-based activities. The learning activities that the Early Childhood Educator and I will design are meant to prompt children to solve problems, to engage in the inquiry process, to explore and investigate, to think creatively, and to share their learning with others (Government of Ontario, 2010). In the play-based curriculum, there is ongoing observations and assessments of children's interests, strengths, and needs. These observations and assessments help the ECE and I plan activities which build on what the students know and extend their learning (Government of Ontario, 2010).
Play from Bronfenbrenner's ecological perspective
"Microsystem: Play is influenced by the child’s family
Mesosystem: Play is influenced by the interactions and relationships between the
family and early learning practitioners
Exosystem: Play is influenced by federal, provincial, and territorial policies
Macrosystem: Play is influenced by culture and societal ideologies
Chronosystems: Play is influenced by environmental conditions and timing of events"
(Rhodes, Process of play, 2013)
Mesosystem: Play is influenced by the interactions and relationships between the
family and early learning practitioners
Exosystem: Play is influenced by federal, provincial, and territorial policies
Macrosystem: Play is influenced by culture and societal ideologies
Chronosystems: Play is influenced by environmental conditions and timing of events"
(Rhodes, Process of play, 2013)
For references, please click here.