Cypop5 Assessment Task 7

Topics: Child development, Developmental psychology, Play Pages: 9 (3470 words) Published: July 30, 2013
Assessment 7: Understand How to Provide Play and Other Activities for Children in Home-based Settings That Will Support Equality and Inclusion. Topic 1: Play
5.1: Explain the importance of play to children’s learning and development and the need for an inclusive approach. The relationship between play and learning seems obvious to many child professionals and parents, and yet there are still lack of understanding surrounding the importance of children's play. Some people believe that children need to "work" not play, and that playing serves no useful purpose in a learning and development environment. This is surprising considering that play, with its high levels of motivation and potential enjoyment empowers children (as well as people of all ages) as follows: oPhysical Development: Children approach tasks readily and willingly, children are open and responsive to the learning within the play activity i.e. walking, running, jumping, hand to eye coordination and skipping etc. oSocial/Emotional: Sharing experiences with others in a constructive and positive relationship with those involved enable children to learn more easily from their peers, working as an effective group. I.e. taking turns, playing games in groups and alone and achieving. oLanguage & Communication: Children can negotiate their own response to the learning situation within a play activity. Children are able to offer their own input into the activity, feeling involved and listened to. No matter if there is a communication or language barrier. This can be demonstrated through, listen to one another, reading together, talking and playing everyday activities. oIntellectual/ Cognitive: Children are willing to "try", and feel that they can "have a go" without fear of failure. children will explore and find out at a level that suits them, once this has been identified, children sustain high levels of focus and interest in the activity their are involved in. E.g. jigsaw puzzles, counting, problem solving and number games. One of the greatest attributes of play is the opportunities it affords for learning to live with not knowing: we all learn more effectively through trial and error, and play is a non-threatening way to cope with new learning and still retain self-esteem and self-image. The role of the childminder is supporting the child in learning and development through the use of play is one of proactively and interaction. Adults have the power to make a major difference to children's lives and their development by what they offer children and by how they behave towards them. Adults can offer support, sometimes described as "scaffolding", for the child's learning and development: the childminder provides a structure or series of steps for the child to explore a new experience successfully and add to his/her initial learning. The key for the childminder is to know how to provide steps which are small enough for the child to gain success, but challenging enough to motivate and take the child's learning forward. It is through interaction with adults (childminder) that children's development and learning is extended. If a child is left to explore something new on his/her own, the child's play is at the stage of the child's actual level of development. However, if an childminder can skilfully interacts with the child's play and uses the 5 stages of supporting children's play, the child will be involved in more complex play, extending the child's development and learning within the play activity. To support children's learning and development through play the following conditions are vital: oAdult Involvement

oAllowing children to share the initiative about what is to be learnt oEnabling children to take risks, be creative and playful in their ideas oOrganise the physical setting to maximise learning and development opportunities oDeveloping effective systems for observation and record keeping, and using these to inform the planning of subsequent...
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