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...