Play and symbolic representation: meaning making and literacy PDF

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Lecture 9...

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Symbolic representations Week 9

28/04/2021

Play and symbolic representation: Meaning making and literacy

Play and literacy development It is argued that ‘children become literate members in society by listening with the people that surround them’ (Mielonen and Paterson, 2009) Through communicating with other, young children begin to develop linguistic competence which allows them to develop their communicative ability throughout their lives. When children play and communicate through play, they are learning how language works and they gain an understanding of how to interact with other people. Gradually, children start to connect the meaning of spoken language to written, which is they key to success in school. So play has a role in how children develop literacy and meaning making. Ihmeideh (2015) conducted a study that investigated the impact of dramatic play centre (DPC) on the promotion of children’s early writing skills. The study focused on children’s writing skills that emerge from engaging and using dramatic play in an early years setting. The study showed that children’s early writing and writing behaviours has remarkably improved following their engagement with dramatic play activities. Additionally, the children who engaged with dramatic play activities started to develop more positive attitudes toward the process of writing. Before some children were not engaged or lacked motivation, however, through the use of dramatic play children’s motivation and engagement increased. This shows that there is concrete evidence that the writing process improves. Play can be a means through which we can use to help develop children’s competencies. Rather than relying on formal forms and modernist views of education, we need to be more creative to help children which is what Ihmeideh was trying to convey. Glover (1999) pointed out that when children engage in play activities, these opportunities allows them to broaden and extend their knowledge and skills as they interact with their environment, with others and on their own. Play allows children to develop holistically (physically, cognitively, emotionally and socially). Children learn more complex knowledge through play (Gentile and Hoot, 1983) Play can advance children beyond their stage of cognitive development and play can represent a medium in which children learn from others, which is a central theme of Vygotsky’s approach/ the child as apprentice in learning (Dunn and Munn, 1985) Interaction through play will stimulate scaffolding, knowledge and meaning making. We are required to encourage play in childhood settings because Article 31 of the United Nations Convention on the Rights of the Child states that ‘parties recognise the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts’. Theories that link play to literacy development A way of encouraging teachers and practitioners to have confidence in promoting play with a means to develop literacy and meaning making is to reflect on theories that explain a clear link between play and literacy and meaning making.

Symbolic representations Week 9

28/04/2021

There are various theorists who saw relationships between literacy development and play for example: -

Maria Montessori Jean Piaget Lev Vygotsky Brian Cambourne and the condition of learning

Maria Montessori Believed in providing a creative and productive learning environment where children could develop their literacy skills without even knowing it meaning that children did not feel that they were under pressure when learning. The Montessori schools are constructed specifically to meet the unique needs of young children by providing them with child sized furniture and all materials within their reach. This makes this learning environment very inclusive. Piaget Piaget argued that one way that children gain understanding of concepts and ideas is by engaging in play. Play offers a natural way for children to express their ideas. Learning occurs through trial and error which enhanced a child’s cognitive abilities. Building on Piaget’s theory, Roskos and Christie (2004) suggested that as children engage in play, they use their memories to assist them to connect their play to pre-literacy skills such as naming and symbolic thought. Children will recall their past play experiences and create new meanings, each time they play. Lev Vygotsky Vygotsky argued that “the world children inhabit is shaped by their families, communities, socioeconomic status, education and culture” (Cited in Mooney, 2000, p.83) Interaction with the social context with others influence how children interpret the world around them. Children learn when playing because language and development build on each other. Language that children experience during play helps construct their literacy knowledge (cited in Tsao, 2008, p.518) Brian Cambourne and the condition of learning Brian Cambourne developed the theory of ‘the conditions of learning’. It is applied to literacy learning in the classroom He was a teacher who observed children’s learning within his own classroom. He examined how language is acquired as children engage in play and formal learning activities. Cambourne created a model that teachers can use to facilitate language learning in their classroom. The model includes eight dimensions:

Symbolic representations Week 9

28/04/2021

1. Immersion - Requires the child to be constantly exposed to language. Language needs to be surrounding the child in all aspects of learning. 2. Demonstration - Means the child learns by observing a model and then practising independently. Engagement involves the child’s active participation. 3. Engagement 4. Expectations - Should be implementations that are suitable for the particular learner. Expectations are created, but not limited to, goals that the child should reach. Need to have flexibility as expectation relies on child ability, how they feel that day, their level of understanding etc. More flexible attitude to learning, not one size fits all. 5. Responsibility 6. Approximations - Are when the child attempts to apply knowledge to the situation in what is often called “trial and error” 7. Employment - Offers the child the opportunity to practice what has been learnt and apply knowledge to new situations. 8. Response - Provides the child feedback from the facilitator of the language learning (most often as an adult). Often children will value feedback from significant adults and seek approval of their language use. In play, the conditions of learning are achieved, allowing children to practice and engage in oral language and transfer it to literacy learning. When children are engaged in play, they must use language in order to communicate and negotiate meaning (Cambourne, 1995, p.186) Play allows children to problems solve, negotiate meaning and develop their literacy knowledge. How can we facilitate literacy through play in the classroom? Wilford (2000) offers five literacy goals that educators need to keep in mind when facilitating literacy with young children through play. 1. Encourage symbolic processes; allow children to create meaning to objects through engaging with diverse play materials. 2. Facilitate language growth; as children are playing, their language will grow by conversing with others. 3. Model the ability to problem solve in a meaningful context; Playing games with rules or confronting a dilemma whilst playing. 4. Motivate persistence in literacy, learning how to work through a difficult book or learning how to print, children need motivation and encouragement to build their self-esteem. 5. Promote joyful engagement, allowing children to choose high level interest texts and games according to their liking will ensure that literacy learning becomes enjoyable (Wilford, 2000, p.6-7) Even early pioneering theorist e.g. Froebel believed that humans are essentially productive and creative. Fulfilment comes through developing these in harmony with the world. As a result, Froebel sought to encourage the creation of educational environments that involved practical work.

Symbolic representations Week 9

28/04/2021

Play is a creative activity and through it children become aware of their place in the world and that brings with it the broadening of knowledge construction....