Downloaded by [ Faculty of Nursing, Chiangmai University 5.62.158.117] at [07/18/16]. Copyright © McGraw-Hill Global Education Holdings, LLC.

Not to be redistributed or modified in any way without permission.

12 ANGELA ANNING

Wood (2010) argues that we need to differentiate between distinct but complementary
pedagogic roles and know when best to deploy them. Four complementary and equally
valid roles in promoting learning through play are as follows.

1 Engaging playfully with learners: adults adopting spontaneous playful interactions

and dialogue with children in episodes such as functional play and games with
rules.
2 Modelling play and learning behaviours: adults teaching skills such as using
appropriate cutting and sticking techniques in constructing puppets and how to
structure language for a puppet show.
3 Observing and reflecting on play: adults tuning in to evidence of deep and
meaningful learning evidenced in children’s self-initiated and socio-dramatic play
as the basis for reflection and planning.
4 Becoming a play partner: adults negotiating entry into play episodes with
individual or groups of children.

Conclusion

Early years professionals in England have fought long and hard to try to hold on to
cherished beliefs about the importance of play in children’s learning. Many four year olds
in Year R and five year olds at the start of KS1 have fewer and fewer opportunities for
self-initiated and sustained play; two to four year olds in a range of early years settings
are now subject to a formal curriculum. This is likely to result in more adult-structured,
goal-orientated activities, particularly in phonics, writing and mathematics. We need
well-trained early years professionals to demonstrate high-quality learning through
play and be advocates to policy makers and parents for informed and evidence-based
arguments for its value. We need them to argue with clarity about how children learn
through play, how educational and childcare settings support such learning and how
adults intervene appropriately in promoting learning through play as all the chapters in
this book promote and demonstrate.

Questions to promote reflection

1 What were the processes by which different versions of National and

Foundation Stage Curricula were introduced into early years settings in
England?
2 How did these shifting government initiatives impact on your setting or
classroom?
3 How might new research into how young children learn influence the way
you argue for the importance of learning through play in your setting?
4 What might a robust pedagogy of play in early childhood education look
like?