5346296
Descripción
Mapa Mental por thehollobons, actualizado hace más de 1 año
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Creado por thehollobons
hace alrededor de 8 años
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Play matters
- What is playing about?
- play is of crucial importance to children's
wellbeing, and play-related skills are
therefore important for all practitioners
- BUT can be difficult for adults to
understand its value
- Opies - play is unrestricted - no rules/umpires etc/feeling of
fellowship from doing same as everyone else
- Opies - play is unrestricted - no rules/umpires etc/feeling of
fellowship from doing same as everyone else
- Bruner - play is principle business of childhood
- Brown - contributes to social development, motor skills, cognitive
development, exploration of ideas and creativity, emotional
health and wellbeing, development of self
- Ennew - play is central to all human culture
- Ennew - play is central to all human culture
- BUT can be difficult for adults to
understand its value
- play is crucial to children's wellbeing as a form of learning,
development, expression and investigation of identity,
communication and connection with other children and with
adults
- Christensen - engaging with cultures - context and timing of
communication are crucial to process
- Mosaic approach - to recognise different voices or languages of
children - participation, reflection, adaptability
- Mosaic approach - to recognise different voices or languages of
children - participation, reflection, adaptability
- Christensen - engaging with cultures - context and timing of
communication are crucial to process
- play is of crucial importance to children's
wellbeing, and play-related skills are
therefore important for all practitioners
- does play matter?
- play is essential to learning and development; it is also a vital part
of children's identity, culture and quality of life, but it can struggle
to be given priority over other items on an adult agenda
- BUT space and time to play is written in Article 31 of UNCRC
as every child's entitlement
- BUT space and time to play is written in Article 31 of UNCRC
as every child's entitlement
- A positive perspective on play could be seen as an
essential component of a debate about what services and
practitioners can try to offer to all children to improve
their quality of life
- Margaret McMillan - nurseries all about play and
experiencing the outdoors
- Plowden report - play principle means of
learning in childhood
- BUT outflanked by health and safety,
curriculum based education
- OFSTED - more widespread range of activities as
evaluation points to benefits for ch
- OFSTED - more widespread range of activities as
evaluation points to benefits for ch
- BUT outflanked by health and safety,
curriculum based education
- Welsh assembly - national play strategy
- places duty on LA's to address play needs of local childrren
- places duty on LA's to address play needs of local childrren
- Margaret McMillan - nurseries all about play and
experiencing the outdoors
- play needs to be inclusive
- Gallagher - inclusive childrens spaces - produced and
reproduced to reflect various interests of all who wish to use
it
- can help to negotiate, take risks and overcome obstacles
- can help to negotiate, take risks and overcome obstacles
- Beresford - 3 factors essential for disabled ch play - resources, training, suitable environmnet
- PLUS charity - Sterling
- legislation supporting ch rights to play - some practitioners wary
of incl disabled ch because they lack training
- PLUS charity - Sterling
- Gallagher - inclusive childrens spaces - produced and
reproduced to reflect various interests of all who wish to use
it
- play is a vital means of communicating with
children on a day to day basis, but is also an
important way for practitioners to connect
with children at times of trauma or stress
- Play therapy - to help ch make sense of things and to
cope with situations such as being in hospital
- Play therapy - to help ch make sense of things and to
cope with situations such as being in hospital
- play is essential to learning and development; it is also a vital part
of children's identity, culture and quality of life, but it can struggle
to be given priority over other items on an adult agenda
- where can children play?
- places to play, outside and inside,
are still very important to children's
quality of life
- 80% play out, 72% want to play out
more, 82% prefer natural spaces,
- Forest School influence
- BUT still adults not comfortable with ch playing outside
- other barriers - being told off, traffic, fear of strangers
- other barriers - being told off, traffic, fear of strangers
- BUT still adults not comfortable with ch playing outside
- Forest School influence
- Marsh - new technologies and media good way to
explore identities inlc gender
- ch active agents in the process of meaning-making
- ch active agents in the process of meaning-making
- 80% play out, 72% want to play out
more, 82% prefer natural spaces,
- more children's services could
become children's spaces
- Moss and Petrie - ch services sounds too formal - childrens
spaces changes our view with possibilities and potentials
- play spaces made with ch rather than for them
- play spaces made with ch rather than for them
- Moss and Petrie - ch services sounds too formal - childrens
spaces changes our view with possibilities and potentials
- For play to be effective, children must be given
sufficient time to immerse themselves, or wallow, in it,
and as well as time, children need children's spaces
- places to play, outside and inside,
are still very important to children's
quality of life
- A comparative view
- different approaches to children and childhood
lead to different approaches to children's play
- Scandinavia - pedagogues relationship both personal
and professional and not goal driven
- Moss and Petrie - good relationships promote ch play
- Moss and Petrie - good relationships promote ch play
- Nowegian - no wet playtime - outdoors important to ch development
- Scandinavia - pedagogues relationship both personal
and professional and not goal driven
- adults could choose to give play a greater
priority in children's services
- play should not be marginalised in children's lives
- adults attitudes, particularly to risk and
supervision, can limit the contribution of play
to children's quality of life
- different approaches to children and childhood
lead to different approaches to children's play
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