The significance of play in the Early Childhood Curriculum
Typically, the game provides children with the chance to demonstrate their ideas, represent, and experiment their understanding of the globe. In addition, it forms the ground for investigation in the literacy, science and other important subjects that may be of great importance to them. When children engage themselves in play, they become active in whatever they do such as learning. Through this, they become one of the influential people in the community. An integrated Play-Based Curriculum for the kids gives the hypothetical field for digesting where adolescent play-based curriculum originated from and how the children learn and understand the ideas in the communal and physical surrounding (Saracho, 2013). Therefore, through play, they can synthesize and internalize whatever they have been taught in class. The game also allows young children to develop new competencies that will make them develop confidence in whatever they handle and the resiliency they will need while they live to face the challenges in life. It also gives the young children an opportunity to use their creativity as they develop their imagination, dexterity and the emotional strength (Lillard, Lerner, Hopkins et al., 2013). Therefore, play is essential to the health of each and every child n the world. More importantly, play help children to be more self-efficient problem solvers since they usually create and solve their issues during their game time. As a result, they will be in a position to apply whatever skills they have leaned during play to solve the academic or real-life problems.
The role of the adult caregiver in providing play-based experiences across the content areas
The adult caregivers perform a significant role in ensuring that children get enough play-based experiences. The adult caregivers provide opportunities for the children to have the casual play-based experiences. Therefore, the design of the classroom must be conducive for the children to play. It is clear that children require enough area to allow them to play with peers in a field that they are not interrupted. Adult caregivers provide stimulating materials that improve and entice the children to play (Fleer, 2010). The materials include loose parts that allow children to think and in so doing they empower creativity into children.
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The adult caregivers help children in planning roles, asking open-ended questions, and encouraging the children to talk to their peers. They also get involved in the playing and in so doing they extend and improve the learning. Once the play starts, the adult caregivers facilitate interactions and assists children in joining the game (Lester and Russell, 2010). They narrate the actions of the children as play continues. The presence of the adult caregivers during the game increases the interactions and the duration of the play with the increased levels of the linguistics as well as competence.
Identification of Three Content Areas
For an individual to implement a play in a structured and efficient way, it should be given a place in the curriculum. There are several importances of building school curricula on a play such as assuring that the ideas will be developed in an appropriate manner. There is also differentiation created for the children since they usually determine play. According to the research, play has an active role it performs in the development of the students in general. Therefore, it should be given a greater chance in the curriculum. Curriculum is therefore centered on the children’s idea and questions and usually co-constructed by the child or the teacher. Questions are always asked and children are required to own the content but not necessarily initiated.
Play in Mathematics Curriculum
The board known as the National Association for the Education of Young Children and National Council of Teachers of Mathematics reveals that Mathematics education should appertain teachable moments that have been used of late from other kids' play such as constructing towers of several heights and gaining experiences such as lining up and distributing snack (Saracho, 2013). Allowing the children to use materials in the surrounding to experiment and will be of great importance to them since they will learn about various ideas in mathematics in a natural manner. If the create experiences such as cooking during their play time, building different things such as houses and taking measurements in the game will develop their maths development.
Play in Social Studies Curriculum
When children are offered to an active social studies program, it will give them a chance to survive in the environment since they will be able to become productive individuals of the democratic society. Through this, they will be in a great position to make significant changes to the society. According to the research, multiple examples are given on how to integrate play into a social studies curriculum. Children can, therefore, take part in various political positions. They can hold political elections and their voting opportunities (Saracho, 2013). The subject also gives them room to learn about the social interaction, culture and also their ways of leaving at home. Children could as well have an area like a house to play and take part in the house chores. Through this, they will gain different ideas, and they will make them live better in the world of today. The typical time schedule for the young children in the classroom should be approximately 20 to 30 minutes so that the children take in the new idea they have been taught and digest them fully.
Play in Sciences Curriculum
Typically, science is a process of inquiry, and it is through science where knowledge can be uncovered. It is also through science where questions can be asked and answered appropriately. If there is an inquiry-based approach to teaching the subject, play will frequently be incorporated. Therefore, students can get to explore and play so as to get the solutions to their questions about the natural globe. Children need to be given enough materials that will enable them to learn and get something meaningful to their lives. Whatever is required is time and sufficient space.
Therefore, play in children plays a fundamental role in the development of the children and they should be encouraged to at least take part in the game so as to keep them more active. It will also build their creativity and imaginations. Through this, they will always put whatever they have learned during their play time to class. Engaging in play also promote their languages and cultural development since they interact with several children from different family backgrounds. Each and every parent is therefore encouraged always to allow their children to have some break from house chores and other activities and take part in a play with other kids so as to learn new things. Through this, we will always have good children in the society who are active both in class and at home.
References
Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play . Cambridge University Press.
Lester, S., & Russell, W. (2010). Children's Right to Play: An Examination of the Importance of Play in the Lives of Children Worldwide. Working Papers in Early Childhood Development, No. 57 . Bernard van Leer Foundation. PO Box 82334, 2508 EH, The Hague, the Netherlands.
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: A review of the evidence. Psychological bulletin , 139 (1), 1.
Mazurek, M. O., & Wenstrup, C. (2013). Television, video game and social media use among children with ASD and typically developing siblings. Journal of autism and developmental disorders , 43 (6), 1258-1271.
Mistry, R. S., Brown, C. S., Chow, K. A., & Collins, G. S. (2012). Increasing the complexity of young adolescents’ beliefs about poverty and inequality: Results of an 8th grade social studies curriculum intervention. Journal of youth and adolescence , 41 (6), 704-716.
Saracho, O. N. (2013). An integrated play-based curriculum for young children . Routledge.
