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Chapter 1

CLD 111 Chapter 1: CLD 111- Chapter 1


Department
Early Childhood Studies
Course Code
CLD 111
Professor
Di Santo Aurelia
Chapter
1

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CLD 111- Curriculum 1: Environments
The Origin of the Word Play
Adopted from the word pleien – meaning to dance, leap for joy and rejoice – from
the Dutch
Translated to exercise, or frolic
Defining Play
Children in all cultures learn through play
Play allows for children to acquire knowledge, skills, abilities that become the
foundation for lifelong, learning and development
Distinction between work and play: play is self-chosen, not prescribed.
Play = process not a predicted outcome or product
Work = defined intent and prescribed outcome
Froebel: children learn through play – play and learning are interrelated thus
programming must be play focused and that children should have exposure to play
indoors and outdoors
Difficulty to define play and its attributes; must be looked at in broad terms
Types of definitions:
Play is divided in 2 categories: sensori-motor play, symbolic play (fantasy
of socio-dramatic), construction play (symbolic product formation)
Play is multidimensional, developmental activity expresses through a variety
of forms and actions
Play is pure, spiritual, product of man at this stage and is inner, secret,
natural life in man and in all things. It produces joy, freedom, satisfaction,
response within and without, and peace with the world
Play is a fundamental human disposition as loving and working
Play is valued for its ability to promote development
For an experience to be considered play: measure of inner control, ability to bend of
invent reality, and a strong internally based motivation for playing
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Anything with prescriptive requirements to the activity is work, not play
Example: flash cards – purpose is to memorize terms or information
Children have the ability to differentiate between pure play experiences and work
being disguised as play
Promoting the Child’s Right to Play – fundamental to development and preserving
culture and community
Play:
Natural activity for children
Helps children understand their social, community, cultural world
Supports children in understanding how to communicate and cooperate with
other children. Sets foundation for building social competence which is
linked to the development of resiliency
Impacts the child’s social, moral and emotional development, which is
essential to support stress, conflict management and resiliency
Influences the development of creativity, flexibility and problem solving
Capitalizes on a child’s natural curiosity and exuberance
Pascal: when play experiences are well designed, allows them draw upon their
imagination, individual interests, emerging capacities and curiosity and inquiry.
High motivation occurs in the right environment
The United Nations Convention on the Rights of the Child
Universally accepted rights of a child
Measure the treatment of children
Officially approved by the UN in 1989
Protection and enhance the basic rights of children through the policies
Article 31:
Every child has the right to rest and leisure, engage and play and recreational
activites appropriate to the age of the child and participate freely in cultural
life and the arts
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Member gov’ts shall respect and promote the right of the child to participate
fully in cultural and artistic life and shall encourage the provision of
appropriate and equal opportunities for cultural, artistic, recreational and
leisure activity
Importance of Examining Societal Issues and Childs Play
Childhood obesity, outdoor play, technology, poverty, consumerism, culture
CHILDHOOD OBESITY
Genetic dispositions or environmental conditions (family role models, parenting
styles, lack of active living experiences, lack of availability of healthy food choices,
living conditions, poverty)
Epidemic in Canada (5th in 34 organizations for economic cooperation and
development countries in the developed world)
Obesity increase rates are similar in boys and girls
Poor diets and lack of exercise are vulnerable to an array of health problems
Chronic diseases – high blood pressure, type 2 diabetes, heart attack, joint problems,
and mental health
Children require appropriate play spaces, where they can run, jump, climb and be
free to explore
Use of tools and resources increases curiosity for children to be more engaged
OUTDOOR PLAY
Reduction in outdoor play due to safety, injury, bullying, urban and rural play spaces
are not suitable for children’s play
Outdoor play required to prevent obesity
Children have sharper observation in outdoor play than indoor play
Significant in motor skills and self concept
Stimulates social play because there is more space outdoors, noise levels are less
distracting and more active play opportunities
Ability to gain control of their bodies – important for total development
Impacts physiological and psychological development – gain exposure to light an
sunshine which allows stimulation to nourish the human body. This decreases heart
rate, blood pressure, respiratory rate, blood sugar, lactic acid in the blood following
active movement
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