A discussion on whether play does contribute to foundation stage learning.
Written in 2008; 2,707 words; 9 sources; APA; $ 81.95
Paper Summary:
This research paper focuses on the suggestion that play in the foundation stage contributes to children's learning in all subject areas. The writer relates that he previously believed play to be used wholly for social development and was not fully aware of the ways in which play can be used to develop children's intellectual skills, particularly within the areas of literacy and numeracy. The paper notes that, since the introduction of" The Curriculum Guidance for the Foundation Stage", play became recognized as being the main medium for teaching and learning in the early years, and has since been at the forefront of educational debate. This paper acknowledges play as being an integral part of younger children's education. Furthermoer, the key findings from this report show the increasing emphasis on the importance of play, and would suggest the need for better transition in relation to this from the foundation stage to year one.
Outline:
Abstract
Context and Design
Analysis of Findings
Conclusions
From the Paper:
"Many case studies have been dedicated to the subject on the effects of taking on a play-based learning approach. Maria Montessori's theory on learning through free-play was adopted in a tough inner city primary school, Gorton Mount in Manchester. As the school came close to special measures in 2004, Head Teacher, Carol Powell introduced her own brand of 'emotional literacy and development'. By the 2007 Ofsted inspection the school was graded 2 (good) in all areas, and remains above the Manchester national average for the Foundation Stage. Powell believes that giving the children the opportunity to learn through free-play has improved their performance and behaviour as she comments: "The children are much more confident, more able to concentrate because they're motivated, and playground behaviour has improved immensely."
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