Evaluate how theoretical perspectives and philosophical approaches to play support own practice

Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 3.3: Apply theoretical perspectives and philosophical approaches to play
Learning outcome: Be able to review how theoretical perspectives and philosophical approaches to play contribute to own practice
Assessment criteria: Evaluate how theoretical perspectives and philosophical approaches to play support own practice

In this unit, we have looked at several theoretical and philosophical perspectives and approaches to play and how they might inform practice in an Early Years setting.

For this assessment criterion, you will be required to evaluate how these theories and philosophies have influenced and supported your own practice.

Some of the areas that you may wish to consider in your evaluation include:

  • Children having access to outdoor areas (Froebel, McMillan, Forest Schools etc.)
  • Children having the freedom to explore and play in whichever way they choose (Montessori, Isaacs, Steiner, Bruce, Emilia etc.)
  • Children having access to natural objects and materials, such as heuristic play (Froebel, Steiner, Forest Schools, The CUriosity Approach etc.)
  • Practitioners working in partnership with parents/carers (Emilia)
  • The use of rhyme and song in language development (Froebel)
  • The importance of imaginative play (Isaacs)
  • Adults observing children and supporting them with their next level of development (Vygotsky)
  • Classification of recurring behaviours in children using schemas (Athey)
  • Understanding activities and resources that are appropriate for the development of children in different age groups (Piaget)

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