Play is an essential part of a child's life, it needs to be fun and exciting. Children need to be actively involved in their learning in order for them to make sense of the world around them. (Department for Children, Education, Lifelong Learning and Skills, 2008). In Early Years settings many different types of play occur. If the environment is structured appropriately children will learn through investigating and exploring.
The Rumbold Report's beliefs on play still remain in place today . They suggested that when play is well planned and pleasurable it helps children to think, to increase their understanding and to improve their language competence. (Department for Children, Education, Lifelong Learning and Skills, 2008).
The Welsh Government focus on the purpose of play in the Foundation Phase and they underline many benefits of play. Play is said to enhance language and communication skills, develop concentration and also develop positive attitudes. Play can also encourage friendships and help children learn to respect one another as they will work together in order to solve a problem.
Work from theorists such as Lev Vygotsky are still highly regarded today and he believed that learning does not happen when a child is alone, learning happens in a group of children, listening, working together, sharing, discussing experiences and ideas through social interaction. Jerome Bruner another theorist who links in with play supported this and believed that other children and adults supported the learning. (Department for Children, Education, Lifelong Learning and Skills, 2008).
Parten suggested that there are five stages of play which a child would go through. Between 0-2 years the child will go through the solitary stage, between 2 and 2 years 6 months a child is said to be a spectator, 2 and a half to 3 years is called the parallel stage of play, 3-4 years is the associative stage and the final stage is 4 years onwards and is called the co-operative stage.
Reference List Department for Children, Education, Lifelong Learning and Skills (2008) Play/Active Learning Overview for 3 to 7 year olds. Cardiff: Welsh Assembly Government
Department for Children, Education, Lifelong Learning and Skills (2008) Learning and Teaching Pedagogy. Cardiff: Welsh Assembly Government
In 2003 The Learning Country, Department for Training and Education (DTE) consultation documentation provided a system for learning in Wales with a proposal to set out a statutory rich, flexible curriculum, appropriate to meet the needs of young children aged 3-7 years known as the Foundation Phase (DTE, 2003). The document built on strengthening what was current good practice in Wales from the Desirable Outcomes and to provide a balanced, flexible curriculum based upon areas of learning rather than separate subjects (DTE, 2003). The Welsh Government (2012) states, "The Foundation Phase is a play based statutory curriculum for all 3 to 7 years old children in Wales in both maintained and non-maintained settings." The Foundation Phase essentially encourages the children to be creative and tries to makes a child's learning experience more enjoyable focusing on the child's individual stage of development. The introduction of the Foundation Phase has placed emphasis on the child learning through first hand experiential learning and by doing. The Foundation Phase just like Forest Schools, focuses on the holistic development of the child as well as working towards the National Curriculum. The Department for Children, Education, Lifelong Learning and Skills (2008) says, " We have seven core aims for children and young people developed from the United Nations Convention on the Rights of the Child. These will underpin all the activities of The Department for Children, Education, Lifelong Learning and Skills (DCELLS)." (p.3) One of the aims underlined is that all children and young people have a flying start in life and the best possible basis for their future growth and development. The Welsh Assembly Government (2012) highlight the seven areas of learning within the Foundation Phase which include; Personal and Social Development, Language Literacy and Communication Skills, Mathematical Development, Welsh language Development, Knowledge and Understanding of the World, Physical Development and Creative Development. The Foundation Phase emphasises the importance in using the outdoor environment as a resource for the children's learning. Children are then tested in order to monitor their progress throughout the Foundation Phase.
As mentioned, the Foundation Phase aims to develop a child's personal and social, well-being and cultural diversity. The Foundation Phase will support children for them to gain confidence and for them also to become independent thinkers and learners. Developing the children's well-being, personal and social skills takes priority over the curriculum. Theories from Reggio Emilia, Te Whariki and Denmark are implemented within the foundation Phase.
The Foundation Phase uses the work of Lev Vygotsky and Jerome Bruner whereby scaffolding plays a vital part in the learning progress. The Foundation Phase will impact a child's reading and writing and abilities which will essentially make the transition to Key Stage 2 easier.
Reference List
Departmentfor Children, Education, Lifelong Learning and Skills (2008) Framework for Children's Learning for 3 to 7-year-olds in Wales. Cardiff: Welsh Assembly Government. Department for Training and Education (2003) The Learning Country: Foundation Phase 3-7 years. Consultation Document. Cardiff: Welsh Assembly Government The Welsh Government (2012) Foundation Phase Retrieved April 22nd 2013 from http://wales.gov.uk/topics/educationandskills/earlyyearshome/foundation_phase/?lang=en
