Download Sensory play research project

The challenges of a play based
curriculum…..drawing it together
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To gain an overall perspective of the
challenges of the EYFS and the NC
To reflect and form your own values and
perspectives
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“we now know that the human brain is made up
of billions of cells called neurons. These remain
at rest until a stimulus occurs when an electrical
signal passes from one neuron to another,
relaying information about everything we can
see, hear, taste, touch and smell.” (Wartik and
Carlson-Finnerty, 1993 in Papathoedorou and
Moyles, 2012, p.16)
“Words are connectors….children’s senses cry
out to be used first to provide the experiences
that they will later need in order to connect.
Children must feel the world, listen to it, see it,
taste it, smell it, “know” it. (Papatheodorou,
2012, p.17)
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Developing fine motor skills and hand eye coordination
Stimulating all the senses, including the lesser
known proprioceptive and kinaesthetic senses,
necessary for providing positional feedback
Creating vital connections in the brain
Encouraging exploration and discovery
Increasing concentration and focus
Developing shoulder, arm and back muscles
Building confidence and self esteem
Firing imagination
Encouraging problem solving and creativity
Helping develop speech and language
 Treasure
basket play
 What are the benefits of sensory
stimulation?
 What about as children get older?
 What do you see as the role of
the adult?
Stage 2
Stage 1
Combining
Free play with
Sensory
with other
treasure basket
Play resources
continuum
Stage 3
Initiated activity
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What are the essentials truths about play
and pedagogy…………………what are
the myths? Discuss
Watch the dvd; what are the two
Headteachers views on play? what are
your views?
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http://www.tes.co.uk/teaching-resource/KS1-vStructured-Play-Part-1-6083246/
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‘outside in’ perspective
Education seen as a process of
enculturation
Values and beliefs of society
determine what education is
good for and how it should be
carried out, i.e EYFS and NC
Play as an educational practice
Practitioners control what forms
of play are allowed
Adult –initiated activities will
dominate provision or play
activities will reflect adults plans
and purposes
From Broadhead, Howard and
Wood (2010, pp.11-15)
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Practitioners responding to
children’s choices and
interests and to their
emerging knowledge
‘inside out’ perspective on
what play means for children.
Knowledge is co-constructed
and children are active
agents
The knowledge that children
bring to the setting emerges
and becomes visible through
patterns of interests, choices
and activities.
Planning
environment
Assessing
Reflecting
evaluating
observing
Adult directed activities
Work/ non play
Planning
activities and
adults role
activities
child initiated activities
structured play
free play
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What are the challenges in implementing a play
based pedagogy?
Read Brooker, L and Edwards, S (2010) Engaging
Play. McGrawHIll : Berkshire – Chapter 1,
Broadhead, P, Howard, J and Wood, E (2010) Play
and Learning in the early Years. London : Sage –
Chapter 1
Moyles, J (2010) Thinking About Play. McGrawhill
: Maidenhead Chapter 2 ‘Thinking through the
challenges of a play based curriculum’ this is an
ebook