Bruce therefore shows that both biological and social aspects are important within development and of play. The theory adapted by Bruce can be applied into a practical context in numerous ways.
The idea of a Holistic approach can be practiced by allowing children to make more choices in their learning. Teachers should observe the children and find out their interests and individual needs in order to plan and create activates according to each child.
The corner could be made into for example a shop. The children would be able to make use of the costumes and props allowing to them to engage in role play, use their imagination and play by their own means.
Allowing free flow play to happen, the environment and layout of the context is crucial component. It is important to ensure that there is enough space to allow children to move freely and that all resources are available. There is an element of structure in that the playhouse would have to be set up as well as the classroom- but once set up the child has the freedom to play by their own accordance. Free flow play could also be implemented into practice by allowing a child to freely move from indoor to outdoor play.
In practice I am aware and able to differentiate between structured and unstructured or free flow play. An example of free flow play within my placement was when the play house was turned into Doctors surgery. Children coordinate ideas and feelings and make sense of relationships with their families, friends and cultures. Join our learning community. Free Webinars. Leave a Comment Cancel Reply You must be logged in to post a comment. Contact Forms. Support Resources. Educa for OSHC. It should be about giving children the time they need to fully embrace the skills they are learning.
Free flow play allows children the opportunity to develop at their own pace; they can decide to either spend the morning outside participating in the stimulating activities or sitting at the table manipulating play dough.
Decision making - if children are able to choose where they would like to play and with what, this is developing their decision making skills. As they get older, they will begin to learn that their choices may have consequences. Physical well-being - offering children the choice, especially the choice to play outdoors, enables them the opportunity to run around and build on their physical skills. Tina has become part of the history of play.
Her work has been important in influencing current thinking and curriculum development in the Early Years Foundation Stage. Many of you may be unaware that Tina is the lead research fellow in a project funded by the Froebel Trust in Soweto, South Africa. For the past eight years, she has worked with teachers in this community, working with up to children and their families affected or infected by HIV or Aids.
Tina has an amazing ability to interweave theory and practice using and promoting practical examples that practitioners recognise.
She is deeply Froebelian and has developed Froebel's principles in ways that are culturally appropriate to promote play in her work in Soweto. I am privileged to be a member of her Soweto team. I have learned so much from her, her way of saying things in a caring yet professional way, and how she relates to everyone around her making them feel valued and that their views are always welcomed.
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