THE RELEVANCE OF PLAY IN

EARLY CHILDHOOD EDUCATION

AUGUST 2012 PREPARED BY K. SAIYDAH
VIDEOS
http://www.youtube.com/watch?v=tBYWPLTAbzs
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I. TARBIYAH IN EARLY CHILDHOOD
LEARNING ENVIRONMENTS
An ideal Islamic early childhood learning environment
should be based firstly on Allaah-centeredness and
secondly, on child-centeredness. It should be aligned with
the concept of tarbiyah, which promotes growth and total
development of the whole child. Muslim educator, Dawud
Tauhidi, suggests tarbiyah is based on several dimensions:
Dimensions of Tarbiyah (based on The Tarbiyah
Project by Dawud Tauhidi):
spiritual (tawhid)
moral (tazkiyah)
intellectual (hikmah)
physical (istiqamah)
interpersonal (ihsan)
cultural (din)
social (amanah)
TARBIYAH CONT.
Dimension #1: Spiritual
Tawhid
Awe &
Wonder
Curiosity Inspiration
Curiosity
The starting point of learning
and experiencing awe and
wonder of Allaahs (SWT) signs
in creations
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TARBIYAH CONT.
Dimension #2: Moral
Tazkiyah
Attitude Intention Duty
Character
Humility before Allaah (SWT) and
purity of intention; the starting
point of all actions, especially in
learning
TABIYAH CONT.
Dimension #3: Intellectual
Hikmah
Plan
Explore
&
Discover
Reflect
Contemplation
Discovery learning: 1) planning to
find answers to questions; and 2)
investigating by performing hands-
on activities
TARBIYAH CONT.
Dimension #4: Physical
Istiqamah
Expand Extend
Connections
Solidifying understanding by testing it
in new ways and new contexts.
Interlinking other areas and contexts
to real world situations.
TARBIYAH CONT.
Dimension #5: Interpersonal
Ihsan
Communicate Collaborate Share
Cultivation
Integrated learning that
incorporates the interpersonal
and verbal-linguistic style of
learning
TARBIYAH CONT.
Dimension #6: Cultural
Deen
Practice Assessment Transformation
Cultivation
Guiding children to examine
and reflect on the significance
of the knowledge they acquire
and identify ways of applying it
in their life. This phase
represents the true transfer of
knowledge that teachers need
to achieve with their students.
TARBIYAH CONT.
Dimension #7: Caring
Amanah
Application Assessment
Caring
Children identify ways to use
what they have learned by
applying it for the good of
others through service. This
phase is social in nature and
focuses on the kinesthetic
(doing) aspect of learning
VIDEO
http://www.youtube.com/watch?v=-RepDxcbncM
II. EARLY CHILDHOOD LEARNING
Early childhood teaching itself is creative, never
formulaic. The aim is creative learning, with
children coming to own their own knowledge and
skills, being enthused and changed by the
process, and having some control of the learning
process, but under teacher guidance (to a certain
degree).
Personal involvement and exciting events not
only stimulate children, but give them something
to remember in later life.
EARLY CHILDHOOD LEARNING CONT.
Young children each have only one go at their
early childhood. They should emerge with a
storehouse of treasured memories, secure that
they really matter to a small number of adults,
with whom they have spent their time.
Those adults are responsible for cherishing young
children, ensuring that they feel liked for who
they are and competent within their own world.
EARLY CHILDHOOD LEARNING CONT.
Children need an early childhood in which they
have plenty of time to explore alongside adults
who respect young childrens interest and how
they learn.
The role of early childhood teachers is that of
supporting young children to learn at their own
pace and in ways that make sense to them.
Early childhood teachers must ensure that there
is a balance of teacher-led and freely-chosen or
child-initiated activities, delivered through
indoor and outdoor play.
EARLY CHILDHOOD LEARNING CONT.
Through their personal choice, young children
are busy directing their own learning. They can
do something interesting to or exciting for them
and then repeat the activity immediately, if they
want. They can practice those skills they are
motivated to improve.
They explore through actions and their powers of
communication, using what they want to show or
ask you. The phrase child-initiated learning can
only make sense when children have plenty of
options to decide what deserves their time and
full attention on any given day.
EARLY CHILDHOOD LEARNING CONT.
Freely chosen, child-initiated, independent
learning are all one and the same concept
yielding specific learning outcomes. By whatever
name, they are times when children are able to
remain focused on a selected assortment of a
well-rounded and well-resourced learning
environment without the direct presence of a
guiding adult.
EARLY CHILDHOOD LEARNING
Best early years practice is full of young children
busy following their own enterprises, fully
supported by equally interested adults.
VIDEO
http://www.youtube.com/watch?v=7Qb3DXY_7fU
&feature=related
III. WHAT IS PLAY?
Play is more than just a pleasurable
activity for children; it is also a
diagnostic tool that offers valuable
clues about each childs psychological
world. (Teaching Young Children: Contexts
for Learning. Slentz, Krogh, and Krogh)
WHAT IS PLAY? CONT.
Toys, games and sports. Dolls, stuffed animals,
blocks, educational toys, board games, balls of
different sizes and shapes, played alone or with
others. Partners, teams, positions, and rules.
Taking turns, winning, losing, being a good sport.
Pretending, imagining, dressing up. Reclaiming
babyhood and extending into idealized and
whimsical identities as parents, community
workers, famous people, animals, and super
heroes. As children play they learn.
WHAT IS PLAY? CONT.
As children play they learn:
Infants learn about the properties of objects and
interactions with adults.
Preschoolers learn to represent the real world in
play and learn social skills as they play with
their peers.
Primary school children learn to apply rules to
their own behavior and learn about cooperation
and competition as they play.
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WHAT IS PLAY? CONT.
In 1983 play was defined by Rubin, Fein, and Vandenberg
as active involvement in pleasurable activities that are
freely chosen, intrinsically motivated, and carried out as if
the activity were real, with a focus on the process rather
than on any particular result.
This definition portrays an image of children having fun,
busily moving about, interacting with one another or
manipulating objects of their own choosing or both, without
direction by adults or concern for correctness, accuracy,
exacting standards of behavior, or predetermined
outcomes.
Play that includes all elements of this definition
encompasses activities as diverse as object play, imaginary
play, and physical games.
WHAT IS PLAY? CONT.
There is also consensus that play often involves using
objects and taking roles in creative, flexible (innocent,
exaggerated, unscripted, make-believe) ways, as when
a front step becomes a castle, dirt becomes food, a
teddy bear talks, or a dishtowel becomes a cape, and
that youngsters engage in these activities as if the
activities were real.
Observations of young children suggest that play is
more often pleasurable than not, but smiling and
laughing, relaxed postures, and positive tones of voice
are by no means universal to play activities.
Play involves understanding, seeing, and doing (i.e.,
hands-on, experiential learning, project based).
WHAT IS PLAY? (CONCLUSION)
It is only play and leisure when:
- It is freely chosen
- It is pleasurable
- It meets the childrens interests
THINK & DO 1
Take a moment to think about your own play or
leisure experiences as a child. Briefly note down
the things that you did and why you liked doing
those things.
VIDEO
http://www.youtube.com/watch?v=Uyf8vQn90Yg
&feature=related
IV. BENEFITS OF PLAY FOR CHILDREN
Play provides opportunities for children to:
- explore
- create
- day dream
- socialize
- gain new interests
- problem solve
- try out different types of behavior
- develop self-confidence
- expel energy
- increase physical ability
- learn a new skill
- express thoughts and feelings
- and above all to have fun
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VIDEO
http://www.youtube.com/watch?v=8KtUhKVFjJI
V. TYPES OF PLAY EXPERIENCES
There are many different ways to categorize diverse kinds
of play experiences. Most good play activities will combine
elements from many or all of the following categories:
Sensory play involves some or all of our senses
Constructive/Destructive play involves building or
destroying
Dramatic/Imaginative play involves acting out roles,
pretending
Exploratory play involves exploring how things work or
look like close up or seeing what happens if you make a
change
Manipulative play involves play that requires small
muscles skills and eye-hand coordination
Active/Adventure play involves any play that requires
mobility and exertion
Creative play involves the use of various media to express
thoughts and feelings
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THINK & DO 2
Think about the Prophet Muhammad (SAWS) as a young child. What
do you imagine him doing? Can you imagine him playing with his
cousins? What kinds of games might they have played?
Think about the Prophet (SAWS) at the home of Halimah, in the
desert. What was he doing when the angels came to visit and clean
out his heart?
How did he respond to Ayesha (RA) playing with her pretend horse?
Her dolls? Her friends? On a swing?
Reflect on the incident when the Prophet (SAWS) led congregational
prayer and prolonged his prostration to the point where the people
thought he was receiving revelation. Have you ever had a similar
experience with children? Compare how you handle your situation to
how the Prophet (SAWS) handled his.
What lessons can we learn from the Prophets (SAWS) interactions as
a child? And with children when he was a mature man? Consider the
virtues one learns from his (SAWS) interactions.
VI. PARTICIPATING IN THE PLAY OF
CHILDREN
When is the last time you played with a child or
children? Was it in your childhood or adulthood?
Did you roll down a hill? Play a game of catch? Or
were you assigned a role to play by your own
children or in your class group? What did you
play?
Joining in childrens play only when invited and
following their cues makes sure that the children
retain control of their play experiences.
PARTICIPATING IN THE PLAY OF
CHILDREN
Some ways for adults to support childrens learning
through play:
Provide a variety of exploratory play
opportunities for children each session. Include a
range of natural resources.
Actively encourage children to investigate and
experiment with the resources available
Ensure there is a balance between child and
adult initiated exploratory play
Take time to discuss childrens play with them
and provide opportunities for childrens own
theories to be heard and explored
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THINK & DO 3
Reflect upon an experience of play where a group
of children, including yourself, worked together
to achieve something special.
Think about the different types of play. Are there
any types that you particularly enjoy? Are there
any types you particularly dislike? Record these.
Reflect upon your attitudes and how they may
affect your interactions with children during
different types of play.
THINK & DO 3 CONT.
As a parent or early childhood teacher, you dont
have to enjoy all types of play but you have the
responsibility to ensure that all your interactions
with children demonstrate interest and
enthusiasm, and like the interactions of Prophet
Muhammad (SAWS), fulfill the building blocks of
tarbiyah.
VII. CHILDREN AROUND THE
PROPHET (SAWS)
Lets now listen to some reports of how the
Prophet Muhammad (SAWS) interacted with
children.
These accounts of the Prophet Muhammads
(SAWS) interactions with children are from the
discourse Children Around the Prophet (SAWS)
by Dr. Hesham al-Awadi
Part One: Starting point [21:06-53:53]
http://www.youtube.com/watch?v=EySjgJtIo_Q
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VIII. INTEREST AREAS ARRANGEMENT TIPS
Create clear visual boundaries, making it apparent to children where learning areas stop
and start. Define child care areas with shelving units, equipment with backs, area rugs,
etc.
Each learning area should be separate, and its own entity and area.
Strategically arrange your room to eliminate runways. Long, straight isles and paths
encourage running.
The Art Area and sand/water play should be located on tile and by sinks if possible, for
easy clean up.
Provide visual order, with a sense of logic. Group similar things together. Display materials
so that they can be seen in labeled bins, baskets, and boxes.
Avoid having any "blind spots" or areas where children cannot be seen.
Separate quiet and loud areas so that children can respect each others play experiences.
Create a soft, quiet area where a child can choose to be alone.
Pull equipment away from the walls. Utilize your equipment to create "nooks" and to
visually invite people to come all the way into the classroom.
Have any needed supplies and materials close and accessible to the children (smocks, paper
towels, paintbrushes, garbage can, etc) to encourage independence.
Areas should indicate logical use of the materials. For example, if the tables are located
right by the manipulative shelf, children are given the cue to take those toys to the table.
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IX. CONCLUSION
In terms of play and the early childhood
environment, though many Islamic homes
and learning facilities do not allow for large
amounts of indoor space for play, it should
remain the mindset of the entire family and
school community of adults the realization
that: Any size space the preschool and grades
K-2 children occupy is of importance, but it is
only significantly enjoyable to children when
it maximizes potential for accommodating
their specific interests and needs for learning
through play.
SOURCES
Youtube.com videos
Joy of Learning through Play.
The Importance of Play.avi.
Early Learning Brain Development and Lifelong Outcomes.
How Children Learn (Davidson Films, Inc.).
The Crucial Role of Play in Early Childhood.
Children Around the Prophet (Part 1).
Internet Articles
The Tarbiyah Project. Dawud Tauhidi.
Exploratory Play. ECE Lead New Zealand Ministry of Education.
The Importance of Play in Early Childhood Development. Montana State University: MontGuide; April
2010.
Vacation Care Courses: Creating Play Opportuniies; 2005.
E-Books
Child-Initiated Learning: Positive Relationship in the Early Years. Jennie Lindon; 2010.
Teaching Young Children: Contexts for Learning. Kristine L. Slentz; 2007.
Sensory Play: Play n the EYFS. Sue Gascoyne; 2011.
Early Childhood Education: Yesterday, Today, and Tomorrow. Suzanne L. Krogh, Kristine L. Slentz; 2007.
The Creative School: A Framework for Success, Quality and Effectiveness. Bob Jeffrey and Peter Woods;
2003.
THE END
DISMISSAL