Play to Learn, Learn to Play. Creating Better Opportunities for Learning in Early Childhood

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• 作者：Laura Elena Ciolan ; ^{laurcupi@yahoo.com}
• 关键词：learning ; Play ; Early childhood education
• 刊名：Procedia - Social and Behavioral Sciences
• 出版年：2013
• 出版时间：15 April, 2013
• 年：2013
• 卷：76
• 期：Complete
• 页码：186-189
• 全文大小：97 K

文摘

New trends are emerging in learning and development at early ages, as children characteristics are changing in contemporary social environment; the main challenge for early childhood educators will be to initiate innovative learning experiences, according to these new treats of the kids.

Design and implement creative and beneficial learning settings/opportunities for early ages is becoming a key competence of early educators, that should be consistently reflected in their initial and continuing training programs.

Learning through playing is not a new topic anymore in the pedagogical debate, especially when it comes to early childhood education. Nevertheless, new trends and challenges in the area appeared lately, showing how keeping a learning purpose in mind, young children can really benefit from meaningful learning situations, carefully designed and implemented in practice. In this paper, the inter-changing between learning to play and playing to learn is analyzed, from the perspective of the impact on child development and increase of their learning capabilities at the early age. New life in contemporary societies brought new behaviors and daily practices in children's life. The professionals working in early childhood education, care and development should benefit from mentioned approaches, but should also be very aware of all the new trends n learning environments at early ages. The new pace of family life, the new technological world, the new games kids are likely to play from very early ages are all bringing into attention specific challenges for adults organizing their learning.

How all these impact on learning processes themselves, but also on the training of new educators for early ages is the central reflection point for this paper, based both on systematic observation of the processes in place, but also on a great deal of secondary data analysis, coming directly from specialized institutions.

Multiple stimulation and challenging learning experiences/scenarios according to the brain and social development of contemporary children is a key for success in early childhood education. This will have to directly impact on teacher training programs design and development.