EAS409: Play in Early Childhood

  Professional Dialogue reflection  As a member in group 2 led by Tenzin Jamtsho (moderator), our assessment focused specially on the play materials observed at the Rinpung ECCD center and how they served as an indication towards inclusivity and theory-grounded learning. During the PD session, my friends and I found the materials to be highly inclusive, as they cater to a wide range of developmental needs. For Instance, the use of droppers as a tool provides inclusive support for children at different stages of fine motor development, helping them build the finger strength necessary for the transition to writing. Furthermore, the materials are inclusive of children's emotional needs; traditional props in the dramatic corner, such as items for cooking or praying, allow children to replicate scenes from home, providing a sense of identity and belonging for those feeling displaced and homesick.  However, in the talk I gave in the PD, it stated that to enhance this inclusivit...

  Theoretical Insights from Rinpung ECCD My visit to Rinpung ECCD was an important visit towards the exploration of how intentional environments serve as a positive catalyst for child development. I observed children using loose parts such as walnut shells, stones and sticks, which can be used to create different play materials based on their own interests. This brought Jean Piaget's symbolic play to life, as I saw children in the construction corner engaging in complex problem-solving situations while stacking wooden blocks to understand balance. For instance, there was a child who was creating a dragon using the blocks in the construction room. Another particularly fascinating detail was the use of a dropper; the simple act of squeezing and releasing helps children build finger strength essential for the fine and gross motor skills for the future.    Applying Lev Vygotsky's theory of scaffolding, I noted that facilitators acted as guides on the sides, observing from the...

My Reflection through Diverse Theories and Lenses on Play  Our session, as usual, began with the reading ritual for 25 minutes. Repetition of this activity every session has provided me with a reminder that reading is an essential step to develop my language, critical thinking skills and emotional understanding to become an integral part of literature reading. This reading activity was followed by an activation game that energized us for theoretical work. I found that the station-based approach using readings, podcasts and videos was highly effective for exploring classical, modern and postmodern theories. This activity helped to broaden my understanding on this different theories by interacting with my friends and learning about it more through discovery learning and interaction. This indirectly helped me realize Vygotsky emphasized social scaffolding, Piaget's focus on cognitive growth and Parten's stages of social play are equally vital for understanding a child's develo...

MY PERSONAL REFLECTION In the first and second weeks of the session, I was very curious and excited for the session as it was a new module for me, and the word play felt exciting to hear. With the topic understanding of play, I experienced a huge shift in my perception and the way I think of early childhood education. During the "storytelling" strategy, I could reminisce about my childhood memory of building houses with cushions and blankets, playing house-house and also ring goal. This activity helped me realize that my most significant learning happened when I was internally motivated and when the activity was freely chosen based on my liking, creating meaningful learning.  A major meta moment for me from this session was the discussion around drill and kill activities, as I realized that modern classrooms often have teachers directing the play and the tasks in a repetitive manner, leading to the lack of positive effect and smiles essential to true play. This session taught...