Research activity 2: Pedagogies of play

Question 1: The definition of play in the EYLF includes both historical and contemporary arguments about the role of play in children’s learning. Consider how Piaget and Vygotsky differ in their views of the child’s learning.

Answer: Piaget’s view of the child is of an active learner who moves through predetermined stages at different times.This constructivist theory is reflected in the EYLF where children should have ‘the opportunity to learn as they discover, create, improvise and imagine’ (DEEWR 2009).

While Vygotsky also recognised the child as a competent learner, he saw the importance of the child’s social environment impacting on development.This sociocultural perspective focuses more on the relationships that exist between children and children, and children and adults.Vygotsky’s focus on the role of adults scaffolding children’s learning has been adopted by a number of educators who value the importance of interactions and relationships in children’s learning.

Question 2:Discuss the three play types as outlined, and consider how these can support children’s learning through play.

Answer:The three types outlined by Edwards and Cutter-Mackenzie (2011) are modelled play, open-ended play and purposefully framed play.

  • Modelled play: Children can observe adults demonstrating play skills, including socially appropriate actions, problem-solving skills, enthusiasm, motivation and a curiosity to learn.
  • Open-ended play: This ensures that children are not set up to ‘fail’.Open-ended play allows children to explore and discover without a predetermined outcome they must work towards.Open-ended play can be led by children, and will lead to appropriate decisions and choices being made, and to discovery and exploration.As children are directing their own play, interests can be developed and explored.
  • Purposefully framed play: This can be incorrectly identified as adults directing play.However, this is far from the truth.Adults can set up environments to provide opportunities as well as continually observing and monitoring children to contribute to facilitating positive play.

Question 3: What sort of marginalisation occurs in play?

Answer:While young children are generally quite inclusive in their attitudes, educators must ensure that marginalisation does not occur during play.Some elements of marginalisation can include race, gender, ethnicity, age, size, skin colour, sexuality, heteronormativity and proficiency with English.If adults monitor interactions with and between children, they can facilitate positive learning and ensure inclusive attitudes develop.