The Role of Children Observation and Play
The primary objective of this play and children observation essay will be to look at play as tool for learning and what is the role of observation. The definition of play can vary as there are many perspectives of what play is defined as. The Aistear curriculum framework has a simplistic view that play is a way of ‘doing things’, it also speaks about play being an intrinsic value to the well-being, development and learning of children. Play is also referred to as pleasurable, enjoyable, natural and voluntary. It is not compulsory but is freely chosen most of the time.
The definition of play also can vary according to theorists and there are many theatrical perspectives of what play is, according to Vygotsky, play is a principal source of development and a sector of proximal developments, play should be a support, where children take part in activities prior to what is expected for their age group in real life situations. According to Piaget, play is an action where children’s learning becomes whole.
The role of observation in planning and providing for play with young children
Observation can be referred as viewing, paying attention and listening to children. Then taking that information collected and through this, it increases their learning and development. Observation plays a key role in the planning and providing of play with a young child, if the practioners’ have planned observation’s they can then add more detail about what and how children are learning. This observation is done by the adult viewing the child’s facial expression, gestures, body language and vocalisation.
Observation is also important because it can be used with babies, toddlers, young children and it is especially helpful with children who rely mainly on non-verbal or preverbal communication. It provides the play necessary for their needs. Therefore, the practitioner in practice has the task of ensuring the children’s developmental needs are reached, they will take these observations in order to plan for providing an exciting play environment to scaffold the interests and requirements of the children.
Practitioners are required to think about being approachable and inclusive. All children have the right to feel involved, it’s one of a child’s most basic needs, observation provides the play that is developing a syllabus, that answers and mirrors children's knowledge, social backgrounds and this continues to increase throughout their play environment.
In the first tutorial, we took part in activities and games, the aim was that our lecturer and class got to know everyone’s name and more about their personality and experiences. We did this by sitting in a circle in the middle of the room, this was a great way to help the author engage with everyone as they were able to be seen and make eye contact. The class then put a word in front of each of their names, example, amazing Ali, and this went around in the circle, everyone saying everyone’s name all while throwing bean bags to one another while and talking about what we like doing. The author can use what they learnt from the activities, in practice, during the first week of a child coming into ECCE sector.
Three important practices I will do to support a child settle into the early year service, is let them gradually enter the early years’ service in steps with the caregiver and beginning one hour at a time until settled. I will also greet the child at their eye level so they won’t feel intimidated by me as a practioner and I will temporarily support the child by scaffolding them to move from one level to the next. It’s important to get to know the child, the strategies I will use to get to know the child is joining children in their play, providing toys and books that represent their setting and provide positive feedback verbally and non-verbally to the child.
Conclusion
As the writer of this essay, it is easy to understand, the concept of all the theorists mentioned above in relation to play being a key development stage of children, both in doing things and participating to their full engagement, which they may not be capable of doing at home or in real life activities. Connections, communications and sensory skills for play development are all involved when children’s learning becomes complete, it is easy to distinguish the types of play spoken about and knowing the benefits of play and knowing the importance of the role observation plays in planning and providing play for young children.
