1. Pioneers/Theories of play
Session 3
Pioneers/Theories of play

2. 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

3. Frederich Froebel ( )
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

4. Rudolf Steiner ( )
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.

5. John Dewey ( )
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

6. Maria Montessori ( )
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

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

8. 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

9. 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

10. 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

11. Lev Vygotsky ( )
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

12. 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)