Education
Question One
Educational play is a concept that was born after the exploration of how academic skills are instilled. In the recent past, various teachers used different skills to reach out to the young children in their early stages of school. Various attempts to bridge the gap between early childhood and the reality of school and education as a whole were made. As a result, children grew up differently and handled the school life depending on the mentality that was instilled in them as children in kindergarten (Johnson, Christie, & Wardle, 2005). Thus, education play is generally the application of skill to ensure that children get more than just academics from their early schooling and that they are well prepared for the curriculum ahead (Goldstein, 2007).
In the application of the education play, teachers essentially begin from the known to the unknown in order to be at par with all the children. We realize that before they begin school, children are less familiar with rules and are more fun and play oriented. The teachers are aware that if they make academics fun, they will easily involve the children’s mind. However, there should be a balance so that the kids understand very well the rationale of school and importance of education (Johnson et al., 2005). Thus, when too much of fun is considered at the expense of learning the academic skills such that the children can hardly realize the difference, the line has been crossed and the whole concept misperceived.
Question Two
We realize that while in kindergarten, kids are not yet fully developed and are yet to understand that the world is much more that their little scope. Thus, for the transition process to be effective without necessarily stressing the kids, the steps have to be intertwined and moved from the known to unknown (Johnson et al., 2005). This is done through understanding the relationship between curriculum and play. Responsiveness of children is an example of the relationship between the two. Children are barely aware of what they are expected to do. However, when a continuous response if enhanced through a certain activity – academics or play – they become acquitted and master the act (Johnson et al., 2005).
Play in relation to education has been interpreted in various approaches. For instance, the Montessori approach is not strict on the role of the child in receiving education and there is a higher level of independence exercised. Here, due to the freedom allowed, play and academic balance may be different among the children as the teachers move at their own pace. However because children are highly responsive to the environment, pressure may mount and they put in much in order to be at par with their peers (Dombkowski, 2001). The approach itself is play in disguise. The Reggio Emilia approach on the other hand interprets play in academics as that which must be strictly guided and controlled so that children can be equipped with academic attitude and principles ate a very early age (Johnson et al., 2005).
Question Three
A teacher’s facilitative role in enhancing both learning and play is being academically involved by understanding the academic needs, culturally involved through the recognition of different cultures of people and development sensitive, which allows the play factor since kindergarten kids are still in their early development stages.
It has been experimentally established that sufficient skill, research and experience is required for a teacher to meaningfully link play with academic instruction (Johnson et al., 2005). It is worth noting that the principles of balance are always similar whether in work, academics or play. Therefore, just as there are limits in play where the children do not necessarily do as they wish and are subject to reasonable limits, the same principle is applied in academics when giving instructions. Further, it can neither be overdone nor recognized less. Right time allocation is required just like in play.
References
Dombkowski, K. (2001). History of Education. Journal of the History of Education Society, 30, 6, 1-14.
Goldstein, L. (December 31, 2007). Embracing Pedagogical Multiplicity: Examining Two Teachers’ Instructional Responses to the Changing Expectations for Kindergarten in U.S. Public Schools. Journal of Research in Childhood Education, 21, 4, 378-399.
Johnson, J. E., Christie, J. F., & Wardle, F. (2005). Play, development, and early education. New York, NY: Pearson/Allyn and Bacon
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