Abigail Emblen 1132592 WRL report

School of Health & Enterprise

Assignment Cover Sheet

Course Code and Year:L540 2015

Course TitleFdA Social Care

Student Name:Abigail Emblen

Module Title and Code:Work Related Learning

Student Number:1132592

Lecturer:Cath Manley

Assignment title/no:Students are required to produce a report (4,000 words), which details an issue in the vocational area of social care. This will consist of one piece of primary research.

Word count:3,915

I declare that the work contained in this submission is my own work, and has not been taken from the work of others, save and to the extent that such work has been cited and acknowledged within the text of this submission.

Signature: A.Emblen Date: 29 th April 2015 _

Notes: 1. Declaration must be signed and dated. Assignment will not be

considered otherwise.2. A Turnitin receipt must be attached to the submission. Assignment will

not be considered otherwise.3. All assignments should be deposited in the Assignments box unless

the lecturer explicitly gives you other instructions.

Abigail Emblen 1132592 1

Students are required to produce a report, which details an issue in the

vocational area of social care. This will consist of

one piece of primary research.

Abigail Emblen

1132592


Research into the types of play to assist the development of skills for children aged 2-5, within an educational setting.

Abigail Emblen

1132592

AbstractThis research project analyses which type of play is best to help children,

ages 2-5, develop their skills. Investigations into what types of play are

available to children to help develop these skills and how the various types of

play help children to develop will be held. A consideration of current literature,

which discusses how learning through play can help a child, which skills are

being developed through play, five different ways of play and the different

types of play. Common themes from interviews will be identified and

discussed, as well as analysing them against current literature, which will then

suggest areas of recommendations, thus leading onto a reflection and

conclusion of the whole research project.

Key words:Children

Play

Develop

Skills


Contents

1 Introduction...............................................................................................52 Literature Review......................................................................................6

2.1 Learning through play......................................................................................6

2.2 Development of skills through play..................................................................7

2.3 Five ways of play.............................................................................................7

2.4 Types of play...................................................................................................8

3 Research methods....................................................................................93.1 Common themes.............................................................................................9

3.2 Interviews........................................................................................................9

4 Findings and Discussion.......................................................................124.1 What do you understand as ‘learn through play’?.........................................12

4.2 Do you think using play to aid learn is both effective and beneficial to the

children and why?..................................................................................................12

4.3 What would you say is the best type of play to facilitate learning?...............13

4.4 Based on your experience, what are the top 3 benefits for learning through

play and why?........................................................................................................14

4.5 What core skill is best taught through play and why?...................................14

4.6 What types of play are available to the children in your setting and why?....15

4.7 Aside of the desired learning’s, what other skills do children learn through

play?17

4.8 Would you like to see the use of play to aid learning to be extended, thus

continuing to be used in other year groups?..........................................................18

5 Conclusion..............................................................................................196 Recommendations..................................................................................197 Reflections..............................................................................................208 References..............................................................................................219 Bibliography............................................................................................2210 Appendix.................................................................................................23


1 IntroductionThis work-based learning research project is based in an educational setting

in the North East of England, in a small village called Belford. The research

project was an investigation into which types of play help and assist the

development of children who are between the ages of 2 and 5; the reason for

this is that, at this early age children develop at a high pace therefore,

development at this age is key to setting a strong foundation for future

development. Furthermore, this was the age of the children attending the

class in which the research project was carried out.

It can be argued that learning through play is beneficial to children at such a

young age and should be encouraged to help the children develop important

skills that will be useful throughout their life.

Pre-School Learning Alliance (2010) states that play helps young children to

develop their physical, social, emotional and intellectual skills through talking

and doing. By developing these skills, children are learning through play.

There are many different ways a child can play and there are many different

types of play in which a child can be involved with. Both will be detailed further

by Lindon (2001), Bruce (2011), Early Years Matters (no date), Minett (2010)

and Meggit et al. (2012); as well as incorporation by Harding (2013) and

Durant (2009) who will be included to develop their points.


2 Literature Review2.1 Learning through play

Lindon (2001) states that the play is defined as a range of activities, which a

child embarks on for their own enjoyment and interest. Lindon (2001) also

states that dating back to 300 BC, children played with objects such as dolls,

wheeled and mechanical toys, rattles, toy soldiers, toy horses, jigsaw and

games. This is build upon further as Bruce (2011) suggests that even from a

young age such as infancy, it is essential that babies spend time with

individuals who will encourage and support their play; either with other

individuals or other objects.

Early Years Matters (no date) declares that introducing a playful method to

learning can help build upon a child’s interests, which can allow them to

respond to ideas of play in that certain interest, which allows scope for

organised activities to teach specific skills and knowledge based on that

certain interest a child has.

Minett (2010) states that play is an important part of a child’s education

because they learn during playing, which can encourage socialisation which is

important for a child because they will start to learn not just from adults, but

each other.

Following on, Minett (2010) outlines further that children need to have the

opportunity to have the decision of playing on their own or with other children.

When children play by them selves without being distracted or any

interference going on, they will then learn the skill of amusing them selves;

this is so they don’t get bored easily or feel miserable when left on their own

to play alone (Minett, 2010).

The above is supported by Bruce (2011) who suggested that children show

their highest level of intelligence during play. This is because play allows more

opportunities in thinking and progresses the emotional intelligence, which

assists the sense of self and relationships with others to intensify (Bruce,

2011).


2.2 Development of skills through play

Meggit et al. (2012) concludes that for learning, play is a great part of this, as

it opens up new possibilities for children to reflect and apply their ideas and

imagination, relationships and feelings, to be coordinated, ensuring that they

are capable of adaptable thinking, to acquire a sense of wonder and to be

ethically thoughtful.

Early Years Matters (no date) states that play supports the Early Years

Foundation Stage, which is a statutory framework that should be followed and

met to help each child’s development up to the age of five (Government UK,

2015). Children develop their language skills, emotions, creativity skills, social

skills and intellectual skills, through play (Early Years Matters, no date).

Early Years Matters (no date) explains that for children between the age of

three and five, when children play, they learn at a high level. Play can extend

various areas of learning; such as language skills as children can

communication with each other during play by talking to each other (Early

Years Matters, no date) or begin to use new vocabulary during pretend play

which can broaden their language when using uncommon words that they

hear each and every day (Lindon, 2001).

2.3 Five ways of play

Meggit et al. (2012), Lindon (2001), Harding (2013) and Minett (2012) all state

that there are five different ways a child can play. The first is solitary play,

which is where children are occupied playing on their own, without the

participation of others (Meggit et al., 2012). The second is spectator play,

which is where children watch other children playing, some children may try to

join in but others enjoy inspecting (Lindon, 2001). The third is parallel play,

which is where children play alongside each other doing different activities,

but with little or no social interaction (Harding, 2013). The fourth is associate

play, which is where children play next to each other doing the same activity,

but do not interact with one another; they just happily get on with what they

are doing, unaware and regardless of the other child being their (Meggit et al.

2012). The fifth is co-operative social play, which is where children play and

interact with one another, sharing toys and talking (Minett, 2012).


2.4 Types of play

Both Minett (2010) and Lindon (2001) believe that there are many different

types of play in which a chid can be involved in. Early Years Matters (no date)

add to this as they proclaim that play can take place in either indoor or

outdoor and in these environments children can explore and discover the

world that they live in.

Physical play uses skills in creative ways for enjoyment during early childhood

(Lindon, 2001). Minett (2010) justifies that physical play is when the child is

actively moving around; this could be outdoors playing with a ball.

Discovery play uses physical skills and the five different senses to learn about

different materials such as what things feel like and what shape things are

(Lindon, 2001).

Creative play helps a child to express their own feelings and ideas (Minett,

2010) when using different material such as sand, paint and dough (Meggit et

al. 2012).

Outdoor play encourages children to become more independent in their

learning, encourages children to become more social with one another, helps

children grow in confidence and self-esteem, promotes physical activity and

urges the child to become a risk taker (Durant, 2009).

Role-play and imaginative play inspires children to explore daily actions such

as cleaning and cooking (Lindon, 2001). It is where children use their own

experiences to play with other children, such as going to the shops or playing

doctors and nurses (Meggit et al. 2012).

Social play is when children actively play together (Minett, 2010); this could be

during role-play such as mum and child or physical play such as playing on

the slide (Lindon, 2001). In order for social play to be present, the children

have to be interacting and communicating with each other during their chosen

activity (Lindon, 2001). Children can develop friendships during social play, as

one child can have a similar interest with another child, therefore, these two

children may play together socially, based on their similarities in an interest.


Research methodsThe main body of the research project is a collection of structured interviews

and the analysis of current literature, based on the topic of skills developed

through play.

2.5 Common themes

The first stage of the study was to identify common themes within the area of

skills developed through play. Published texts either online or in print were the

first place where the search was conducted. Key words were required to

conduct the search, thus giving the nature of the project, the key words that

were chosen were ‘skills developed through play’. An initial search was

carried out in the Newcastle College library and online, searching for different

texts, which included information on play and the skills developed. This

produced another key term, ‘children’; this is because children aged 2-5 were

who the project was based on. The results of the search provided a number of

different key texts, which will be analysed in order to form the literature review

to show the common themes that were identified.

2.6 Interviews

Swetnam (2000) states that interviews are a way of collecting data that can be

used on its own, which enables different responses from different participants

to be compared against one another. Where as Carey (2012) states that

interviews are an efficient form of research in order to collect information, as

they are convenient, uncomplicated and effective because they are able to

collect a reasonable amount of data within a period of time. Interviews allow

participants to voice their own opinions, feelings and thoughts about a certain

topic, without it being misread as something else (Carey, 2012).

Interviews produce qualitative data (Woods, 2006) as they find out different

opinions from different individuals, and start to understand their motives and

feelings by direct interaction with someone (University of Surrey, 2010).

Swetnam (2000) states that structured interviews use pre-designed questions,

which enables responses from different participants to be compared. The

questions are asked within a specific order and there will be no straying from


the interview (McLeod, 2014a). This was the reason for which interviews were

conducted for the research project were structured, because a comparison on

different participants responses was needed in order to find common themes,

which can be compared to current literature and no straying from the interview

was wanted.

Open-ended questions were used during the interviews because they allow

the participants to respond with a variety of different responses (Swetnam,

2000) and it allowed the participants to respond with their own opinions and

not something that they were led too. Open-ended questions allow a more

qualitative response from the participant, but are harder to analyse and form

comparisons from (McLeod, 2014b).

Interviews were used when researching the project because an expert opinion

was desired, to compare with current literature, so professionals were

interviewed to get their expert thoughts and feelings about play. Carey (2012)

states that interviews identify the participant as an expert who is best to

explain their experiences and knowledge. Interviews also collect sufficient

data to support objectives of a study (Carey, 2012), which is why they were

used for the research project, in order to collect the correct data that was

needed to support the research project and be compared to current literature

and other responses of participants of the interview.

Participants interviewed for the project have a variety of years experience

working within an educational setting and with children themselves; therefore

it was good to interview different individuals who have different backgrounds

working with children. One participant had been working with children for a

number of years, whilst the other two have only been working with children for

only a couple of years. All participants have children of different ages so they

have broad skill of being a parent, which can also allow the researcher to get

a personal view as well as a professional view.

Ethics were considered before interviews were carried out, which was

provided within a research ethics proposal form (appendix.A) that was

approved with no amendments needed. This ethics proposal form provided


formal rules of how the research project was going to be carried out and who

would be involved. The ethics proposal form (appendix.A) shows honest

actions that were taken during the project and an honest response of who was

involved, which was professionals working with the children. The ethics from

provided knowledge into the consideration of any potential physical or

psychological risks of either the researcher or participants taking part.

Data protection was considered throughout the project as mentioned within

the ethics proposal form (appendix.A), consent from participants was needed

prior to their involvement. This meant that a signature was given be all

participants, which meant that they gave their consent to be involved in the

project; only three participants gave me their consent, so only three

participants were involved instead of the desired four, which is shown in the

ethics proposal form in appendix.A. For confidentially reasons, an example of

the information and consent form that was given to participants is shown in

appendix.B, which is unsigned so to no break any data protection legalities or

to violate confidentiality.


3 Findings and Discussion3.1 What do you understand as ‘learn through play’?

The first question in the interview was regarding the participants

understanding of ‘learning through play’. This was asked as Lindon (2001)

had a clear definition of what play was, and Bruce (2011), Minett (2012) and

Early Years Matters (no date) had varying views on what they understood

what learn through play was and a professional opinion was desired.

Learning through play has many different definitions as different individuals

have a variety of opinions. All opinions are based on the same level that play

can help a child to learn, but all with a different aspect or wavelength. This

point can be further illustrated by the responses in interviews by each

participant (appendix.C, D and E).

Participant 01: “Play helps children to learn and develop in all areas of

development.”

Participant 02: “Learning through play is how children learning from the

world around them. It is the adult’s role to challenge the mind and

scaffold the learning from where they are.”

Participant 03: “Children learn best from playing, ensuring many

learning opportunities and resources are available.”

3.2 Do you think using play to aid learn is both effective and beneficial to the

children and why?

Minett (2010) believes that for a child’s education, play is important because

children learn during play. Early Years Matters (no date) believes that have

organised activities which are based on the interests of children can introduce

learning as a playing method because they will be more responsive. Using

play to aid learning is beneficial to children as it helps children develop skills

such as physical, emotional, social and intellectual through actively doing

something or communicating with another child or adult (Pre-School Learning

Alliance, 2010).


It would seem that from the responses from the interviews, professionals

agree with Minett (2010), Early Years Matters (no date) and Pre-School

Learning Alliance (2010).

Participant 01: “Children are more engaged and interested. They do not

realised they are learning. More often it is something they are have to do

or are interested in.”

Participant 02: “Play can engage children’s learning and then the adult’s

job is to scaffold their learning and interests. If a child is interested in the

play then their learning can move on.”

Participant 03: “I have seen the children who are progression at a steady

pace; all of this through play.”

3.3 What would you say is the best type of play to facilitate learning?

Meggit et al. (2012) believes that play opens up new opportunities for children

to reflect and apply their ideas. Play builds up relationships and feelings,

coordination, adaptable thinking and acquiring a sense of wonder (Meggit et

al. 2012). Responses from interviews show that each participant has a

different view on which type of play is best to facilitate learning.

Participant 01: “Imaginative play: children can be who or whatever they

want and practitioners can scaffold to cover all areas of the EYFS.”

Participant 02: “Outdoor learning can be a great distraction from a busy

classroom and take the stress of sitting for long periods on a carpet or

at a table. Active movement learning is more effective in my opinion.”

Whilst the participants state that there are different ways to facilitate learning,

many of the outcomes are the same regardless of facilitation techniques and

the skills that are developed through play for children are language, emotions,

creation, social and intellection (Early Years Matters, no date). Government

UK (2015) state that supporting play through the Early Years Foundation

Stage will help meet each child’s development, up to the age of five.


3.4 Based on your experience, what are the top 3 benefits for learning

through play and why?

This question was asked to participants to find out what the different opinions

of the participants of what their top 3 benefits of learning through play was,

based on their experience. As stated earlier within the research methods, all

three participants have a variety of time based experience working with

children, hence the reasoning for asking this question based on their

experience. As all participants have had different experiences when working

with children, all three responses are differ from each other, with either one or

two benefits being similar.

This highlights that the perceived most beneficial aspects of learning through

play are the high level of engagement due to the children finding the

engagement interesting and enjoyable.

3.5 What core skill is best taught through play and why?

Early Years Matters (no date) state that language skills are learnt through play

as children communication by talking with each other during play. Bruce

(2011) states that play opens up more possibilities in thinking and emotional

intelligence starts to progress. This helps the sense of self and relationships

Abigail Emblen 1132592

Participant 01: “1) Different play styles cover all areas of learning

(Bob Hughes’ typology of play)

2) Covers all areas of EYFS

3) Follows children’s interests, it’s fun”

Participant 02: “1) Children are more engaged

2) Playful activities have positive effects on the brain

and learning is processed at a better rate

3) Physical impact on bodies”

Participant 03: “1) Children learn through their choice of play

2) Develop social skills such as concentration

3) Develops their language through talking to adults or

peers”

14

with other to increase. Play can help young children to develop their physical,

social, emotional and intellectual skills through talking and doing, stated by

Pre-School Learning Alliance (2010).

Within the literature review and initial search, there wasn’t a right or wrong

answer for this question as it is based on opinions, not fact. Through play,

children develop many different skills, all equally important to help the child to

grow and prosper and develop into an older child, then adolescent, then adult

and then older adult.

All three participants have different opinions into which core a skill is best

taught through play.

Participant 01: “Play teaches children to relax, develop social skills,

concentration, co-operation, imagination and self-expression.”

Participant 02: “Social and cognitive development is the best skill

taught through play. Children have more things they need to learn.

Communication skills, negotiation, language are skills that are learned

in early life are used right through and without them life can be hard.

Think of autistic children.”

Participant 03: “Language and communication: children communicate

in many different ways while playing with children or adults. They copy

others which helps to build their language and communication skills.”

This suggests that there maybe great differences in relation to which is the

best core skill to be taught through play, and it could be alluded to that this is

down to an individual learning style.

3.6 What types of play are available to the children in your setting and why?

All educational settings have similar types of play available to the children in

order to meet the statutory framework of the Early Years Foundation Stage

(Government UK, 2015). As stated in the literature review, in the section

about types of play, there are a variety of different plays, which can be

available within educational settings.


All types of play help develop one or more different types of skills for children.

In some cases, play helps develop one specific skill and in other cases, play

assists developing a range of skills in children. All children have the

opportunity to make their own decision of playing on their own or with other

children (Minett, 2010).

This question was asked because, even though all participants are from the

same setting, all three will have different views on what types of play are

available. With the participant with the greater experience, more types of play

may be identified because of their greater experience working within the

setting.

Participant 01: “Creative, small world, imaginative, exploration, indoor

and outdoor, physical, communication, dough, shapes and numbers,

stories, singing and social play.”

Participant 02: “We encourage play through exploration, sensory,

imagination, investigation and physical.”

Meggit et al. (2012), Lindon (2001), Harding (2013) and Minett (2012)

described five different ways a child can play. These are solitary play,

spectator play, parallel play, associate play and co-operative play. Within the

responses from the interviews, only one participant explained these five ways

of play, which is available to the children within the setting.


Participant 03: “Role-play: opportunity to express them selves, find

out about own feelings, as well as peers.

Experimental play: children ask questions to develop

their knowledge, can play on own or in group, explore

different materials for example, in water tray or cutting

and gluing materials.

Outdoor play.”

16

3.7 Aside of the desired learning’s, what other skills do children learn

through play?

Lindon (2001) states that physical play uses skills in creative ways for

enjoyment during early childhood. Lindon (2001) also states that discovery

play uses physical skills and the five different senses to learn about different

materials. Minett (2010) states that creative play helps children to express

their own feelings and ideas.

Durant (2009) states that outdoor play encourages children to become more

independent in their learning and encourages children to become more social

with one another. It helps children grow in confidence and self-esteem and

urges the child to become a risk taker (Durant, 2009).

Role-play and imaginative play inspires children to explore daily actions such

as cleaning and cooking (Lindon, 2001). Minett (2010) states that social play

is when children actively play together. Lindon (2001) states that social play

helps children interact and communicate with other children and adults.

Pre-School Learning Alliance (2010) states that play can help to develop the

physical, social, emotional and intellectual skills of young children.

Again, all three participants have varied thoughts and opinions about this

subject.

Participant 01: :Concentration, co-operation, sharing, imagination, self-

regulation, self-expression, emotions, numeracy, experimenting,

values, cognitive skills, thinking skills, problem solving, language,

literacy, social skills, creativity and knowledge of the world.:


Participant 02: “All children show signs of:

Solitary play – limited interaction

Spectator play – watch others but not play with them

Parallel play – alongside but not playing together

Associate play – starts to interact and develop

preferences to friendships

Co-operative play – plays and shares ideas”

17

Participant 02: “Emotional, social, language, physical and cognitive or

intellectual.”

Participant 03: “They learn to take turns, understand the world around

them and understand that everyone is different, and no two people are

the same; for example, what they like, another children may not like.”

3.8 Would you like to see the use of play to aid learning to be extended, thus

continuing to be used in other year groups?

This question was asked to see the professionals opinions to find out whether

they think that play to aid learning should be extended into other year groups

after the children leave year one.

Participant 01: “I’m a great believer in the Danish Philosophy where

children don’t start school till the age of 7, however do better in

assessments.”

Participant 02: “Yes, as when children are engaged, its been proved

they learn more effectively.”

As shown, both participants agree that play should be extended into other

year groups. Participant 02’s response shows signs of believing that as even

though the child grows older, they are still able to keep developing their skills

by learn, thus improving their learning all the time.


4 ConclusionTo conclude this research project, a research has gone into investigate the

types of play to assist the development of skills for children aged 2-5, within

an educational setting. It has shown that there are a variety of different skills

that are being developed through the act of play such as physical, emotional,

social and cognitive. It has been discussed and proven that children do learn

through play, many of which are different types such as physical, imaginative,

creative, outdoors and discovery.

Common themes from interviews conducted with professionals working in

childcare educational setting, agree with the current literature that has been

written on learning through play. All childcare educational settings have a

variety of different types of play available to the children, which assists

children develop their social skills, communication and language and physical

skills.

This research has shown that participants who took part in conducting an

interview, believe that the use of play to aid learning should be continued onto

other year groups for children over the age of five. Both participants believe

that children who are engaged, learn more effectively (appendix.C and D), so

extending the use of play to aid learning will engage the older children, thus

improving their learning, thus them developing their skills learnt during play,

even further.

5 RecommendationsBased on the findings from the interviews and what current literature is

explaining, play should be encouraged within the classroom setting as it has

an impact on each and every child as it helps them develop skills that are

important throughout their life, such as communication and language and

social skills.

From this, in the setting that this research project was based, more learning

through outdoor play should be encouraged as it helps children to become

physically healthy running around and getting fresh air. Having outdoor toys

such as bikes and scooters can have a large impact on children as it helps


their physical development by increasing their sense of balance and it uses

the muscles in their legs, which can help to increase the strength in them so

as not to fall over.

Another recommendation for the childcare educational setting that this

research project is based on, is continuing play into other year groups for

children over the age of five, as shown that two participants both agree that

this could help the older children to continue to develop their skills throughout

their education, through the act of play.

6 ReflectionsTo reflect on this research project as a whole, a more broadened literature

review could have been done, using more academic texts. This would have

been done if the word count were larger. Having a more broadened literature

review would result in a more broadened interview with more questions,

resulting in more opinions and thoughts to be compared against literature.

Having a larger amount of professionals to complete the interviews would

have had an effect on this project as it would give a more varied response if a

participant from a higher position within childcare was asked, as they would

give a more professional and complex response to each question.

The only minor problem that occurred was that one participant who was asked

to complete an interview didn’t give their consent so could not be used as a

participant, so instead of the desired four participants, there were only three.

This gave a less varied response to each question and less vague. When the

participant did not give their consent, another professional working within the

chosen childcare educational setting should have been asked so the desired

four participants would have been used.


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8 BibliographyBrooker, L. and Edwards, S. (2010) Engaging Play. Berkshire, England: Open

University Press.

Scarlett, W. G. (2004) Children’s Play. California: SAGE Publications.

Tucker, K. (2010) Mathmatics Through Play in the Early Years. 2nd edn.

London: SAGE Publications.


9 Appendix

Appendix.A: Research Ethics Approval Form


Appendix.B: Example of information and consent form

15th March 2015

10 INFORMATION SHEET

11 What type of play is best to help develop the skills of children aged 2-5?

Name of Researcher: Abigail Emblen

This project entails the researcher carrying out primary and secondary

research to come to a conclusion about what type of play is best to help

develop the skills of children aged 2-5. The researcher will need to carry out

primary research by asking the chosen participants questions to find out their

professional opinion about different areas of play for children aged 2-5.

The questions asked will be open-ended questions so the participant can say

how much or little, as they like. The answers to the questions given by the

participant will be used as evidence within the project. The researcher will not

change all answers given by the participant, and all answers used within the

project will be reference by the participant. No names will be mentioned within

the project and all participants will be mentioned using numbers.

The participant is free to withdraw at any time from the project, without giving

any reason. If the participant withdraws, the researcher is to accept this

without any fuss.

If the participant has any questions or concerns about the project, then they

are free to ask the participant.


Participant Identification Number:

12 CONSENT FORM

13 What type of play is best to help develop the skills of children aged 2-5?

Name of Researcher: Abigail Emblen

Please initial box

1. I confirm that I have read and understand the information sheet dated 15th March 2015 for the above study. I have had the opportunity to consider the information, ask questions and have had these answered satisfactorily.

2. I understand that my participation is voluntary and that I am free to withdraw at any time, without giving any reason.

3. I understand that any information given by me may be used in future reports, articles or presentations by the research team.

4. I understand that my name will not appear in any reports, articles or presentations.

5. I agree to take part in the above study.

________________________ ________________ ________________Name of Participant Date Signature

_________________________ ________________ ________________Researcher Date Signature

When completed, please return to the researcher named above. This will stored in a secure file and will be burned, two months after the researcher is finished

their research project.


Appendix.C: Participant 01’s interview responses

Participant Identification Number: 01

What type of play is best to help develop the skills of children aged 2-5?

What do you understand as ‘learn through play’?

Play helps children to learn and develop in all areas of development. Play

allows children to learn through senses and by watching and copying others.

Playing – Learning – Experimenting = Thinking skills.

Do you think using play to aid learning is both effective and beneficial to the

children, and why?

Yes. Children are more engaged and interested. They do not realise they are

learning. More often it is something they have chosen to do or are more

interested in.

Learning by doing or through experiences – Piaget + Vygotsky

What would you say is the best type of play to facilitate learning?

Imaginative play: children can be who or whatever they want and practitioners

can scaffold to cover all areas of the EYFS.

Based on your experience, what are the three top benefits for learning


1. Different play styles cover all areas of learning (Bob Hughes’ typology

of play)

2. Covers all areas of EYFS

3. Follows children’s interests, it’s fun

What core skill is best taught through play and why?

Play allows children to get a sense of their own identity and own abilities and

to feel good about them selves. If activities are fun, they become absorbed

which aids concentration.

Play teaches children to relax, develop social skills, concentration, co-

operation, imagination and self-expression.


What types of play are available to the children in your setting and why?

Aside of desired learning’s, what other skills do children learn through play?

Would you like to see the use of play to aid learning to be extended, thus

continuing to be used in other year groups? Why?

Yes, I’m a great believer in the Danish Philosophy where children don’t start

school till the age of 7, however do better in assessments.


Creative Small world Imaginative Exploration Indoor & outdoor Physical

Communication Dough Shape & numbers Stories Singing Social play

Concentration Co-operation Sharing Imagination Self-regulation Self-expression Emotions Numeracy Literacy

Experimenting Cognitive skills Thinking skills Problem solving Language Social skills Creativity Knowledge of the word

29

Appendix.D: Participant 02’s interview responses




Learning through play is how children learn from the world around them. Play

encourages social and cognitive skills. It can help build self-confidence. Play

can be challenging, stimulating lots of senses. It’s the adult’s role to challenge

the mind, and scaffold the learning from where they are.

Play is an enjoyment to an individual and fun.


children, and why?

Definitely, as play can engage the children’s learning and then the adult’s job

is to scaffold their learning and interests. If a child is interested in the play

then their learning can move on.


Going with children’s interests, grasps their imaginations and enthusiasm.

Outdoor learning can be a great distraction from a busy classroom and take

the stress of sitting for long periods on a carpet or at a table. Active movement

learning is more effective in my opinion.



4. Children are more engaged

5. Playful activities have positive effects on the brain and learning is

processed at a better rate

6. Physical impact on bodies


In my opinion, social and cognitive development is the best skill taught

through play. Children have more things they need to learn. Communication


skills, negotiation, language are skills that are learned in early life are used

right through and without them life can be hard. Think of autistic children.


The types of play are:

Solitary play – limited interaction

Spectator play – watch others but not play with them

Parallel play – alongside others but not playing together

Associate play – starts to interact/develops preferences to friendships

Co-operative play – plays and shares ideas

What we promote in setting:

All children in setting show signs of above. We encourage play through:

exploration, sensory, imagination, investigation and physical


Emotional

Social

Language

Physical

Cognitive/intellectual



Yes, as when children are engaged, its been proved they learn more

effectively. Our school has brought forestry so other year groups will access

this and can take maths, literacy and life skills to the woodland area.


Appendix.E: Participant 03’s interview responses




Children learn best while playing, ensuring many learning opportunities and

resources are available.


children, and why?

Yes, as a teaching assistant myself, I have seen the children who are

progressing at a steady pace; all of this through play.


In reception, we have so many areas to plan so it covers all of the EYFS and

most of it is continuous provision for the children to explore many areas.



1. Children learn through their choice of play

2. Develop social skills such as concentration

3. Develops their language through talking to adults or peers


Language and communication: children communicate in many different ways

while playing with children or adults. They copy others which helps to build

their language and communication skills.


Role-play – opportunity to express them selves and find out about their own

feelings, as well as peers.

Experimental play – children ask questions to develop their knowledge, can

play on own or in a group and explore different materials for example, in a

water tray and cutting and gluing materials.


Outdoor play.


They learn to take turns, understand the world around them and understand

that everyone is different, and no two people are the same; for example, what

they like, another children may not like.



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Abigail Emblen 1132592 WRL report

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