Comparing Preschool Philosophies: Play-Based vs. …
Play Based Curriculum Essay - 379 Words
"Children who engage in quality play experiences are more likely to have well-developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova & Leong, 2005).
Essay on Play as a Framework for Learning - 1813 Words
Another question that remains unanswered is about the latent long-term consequences of children’s engagement or non-engagement in play of varying types and quality. While some longitudinal data are available about the effects of play-based and non play-based early childhood programs,35 these studies do not always contain enough specificity about the nature of play in these programs or of the range of levels of play observed across participating children. At the same time, the majority of studies linking play to specific academic or social-emotional competencies focus on short-term outcomes which may underestimate the importance of play in developing broader range of competencies that may not be fully assessed until later. This becomes especially critical in evaluating the effects of play on developing “surface” vs. “deep level” skills since the former may be more easily affected by non-play interventions which may potentially contribute to replacing play in early childhood curriculum with non-play instructional strategies with a narrow academic focus.
The Importance of Play-Based Learning in Early …
Jane Willis (1996), in her book ‘A Framework for Task-Based Learning’, outlines a third model for organizing lessons. While this is not a radical departure from TTT, it does present a model that is based on sound theoretical foundations and one which takes account of the need for authentic communication. Task-based learning (TBL) is typically based on three stages. The first of these is the pre-task stage, during which the teacher introduces and defines the topic and the learners engage in activities that either help them to recall words and phrases that will be useful during the performance of the main task or to learn new words and phrases that are essential to the task. This stage is followed by what Willis calls the "task cycle". Here the learners perform the task (typically a reading or listening exercise or a problem-solving exercise) in pairs or small groups. They then prepare a report for the whole class on how they did the task and what conclusions they reached. Finally, they present their findings to the class in spoken or written form. The final stage is the language focus stage, during which specific language features from the task and highlighted and worked on. Feedback on the learners’ performance at the reporting stage may also be appropriate at this point.