Pioneers/Theories of play Session 3 Pioneers/Theories of play

Learning outcomes By the end of this session we will have; Analysed theories and pioneers of play Made links to theorists regarding why children play

Frederich Froebel (1782-1852) Saw the child as an individual and as part of the family and community Learning is an holistic process Childhood as a stage in its own right Development and transformation through play, first hand experiences, self chosen activities and intrinsic motivation The role of the adult was to begin where the learner is and to intervene sensitively Emphasised the importance of outdoor play

Rudolf Steiner (1861-1925) Focussed on holistic development and creativity expressed through play Learning occurred through social interaction, drama, imagination, play, music, poetry and movement Emphasised the facilitative, heuristic role of the teacher.

John Dewey (1859-1952) Identified the link between mental activity and action Children act as co-constructors of their learning Active agents and active participants in shaping their learning environments and experiences

Maria Montessori (1869-1952) Model of child development was based on the accumulation of skills in a simple to complex approach based on the use of didactic materials She believed in a planned environment and devised a sequence of activities through which children progressed Regarded fantasy play as trivial and patronising to the child Provided child sized environment in which children could learn and practice real life skills without the presence or intervention of an adult

Margaret McMillan (1860-1931) Established an enduring relationship between care, health and education Sensory learning Language and interaction Discovery methods of learning in a structured environment

Susan Isaacs (1885-1948) Child as an active learner Valued spontaneous, imaginative and manipulative play as a means of satisfying frustrated desires and working out inner conflicts and gaining understanding of the external world Play was central to the curriculum and provided children with opportunities for problem solving and developing skills in reading, writing and number. The role of teacher was to observe and identify the child’s needs and interests and design the curriculum accordingly

Cognitive theories of play – Piaget (1896-1980) Natural way for children to participate in active learning Process of balancing equilibration – 2 aspects accommodation and assimilation Play is mainly to do with assimilation. It is about applying what has been learnt

Piaget and play……… Three kinds of play which develop in order: Sensory motor play (babies and toddlers) Pretend, imaginative play Games with rules, with objects and people He saw a linear development from play to games with rules

Lev Vygotsky (1896-1934) Emphasised the importance of imaginative and social play Play is the way children free themselves from the constraints of reality He agrees with Piaget that imaginative play leads into games with rules

Vygotsky stresses the social side of play more then Piaget However Piaget has wider view of play in that it involves the senses and movement as well as developing imagination and rule behaviour Vygotsky stresses the social side of play more then Piaget They both see objects and people as important in play Seen as a narrow view of play (all from Bruce, 2004, chapter 8)