T is for Teaching and Learning Approaches
What would Froebel say?
Theory can often spark dread or fear within practitioners and is a topic that can seem challenging and often off-putting However, an understanding of theory can be vital to good practice. Knowledge of theory and the approaches of the pioneers of play, can support our knowledge of the children in our care. Perhaps one way of thinking about theory is that it is ideas about how children learn and being able to understand that means we can be more effective in our practice.
One of the pioneers of play who has influenced my practice is Friedrich Froebel (1782-1852). Many of his principles have become part of my pedagogy and one of the reasons that I am an advocate for a play-based curriculum.
As Practitioners, we understand that play is vital for children’s learning, it underpins all aspects of their development. However, there still seems to be confusion about play, what it involves and its value.
What does Froebel say about play?
“Play is the highest stage of a child's development …. Is not the most beautiful expression of child life at this time a playing child?”
Play enables children to take control of their world, to be any role and imagine different worlds for themselves. They are far better able to determine what constitutes a good play opportunity for themselves than we are. What an adult may consider to be a wonderful play experience may hold no interest for the children it’s supposed to engage.
Froebel’s ideas on play resonate with me, as he believed that children needed to be afforded the opportunity to choose their own play as this enables them to understand themselves and the world they live in. Froebel advocated for children to do things for themselves rather than be dictated to. These ideas encouraged me and reinforced my belief in the importance that play must be freely chosen by the children. We can provide this by planning in the moment and creating time for open-ended, uninterrupted play.
Risky play supports children’s emotional well-being and we have become more aware of how anxiety is now affecting younger children. This type of play also supports their resilience and mental health. Having a positive attitude to risk and challenge allows children to test their own limits and enables them to start to learn how to manage risks and develop skills to keep them safe.
What did Froebel say?
“The boy whose training has always been connected with the gradual development of his capacities will attempt only a little more than he has already been able to do and will come safely through all these dangers.”
Froebel argued that those children who are able to engage in challenges in their play are often safer than those who have been protected from them (Tovey, 2013). This has influenced my practice and given me the confidence to embrace risky play in settings and enabled me to think about the risk-benefit rather than the risk assessment. This will support children to develop their self-confidence and adopt a ‘can do’ attitude.
Another key principle of Froebel’s approach is the importance of the garden or ‘kindergarten’. He believed that everyday experiences of the natural world are essential for children to appreciate the world around them, develop a love of nature and their environment. I believe in providing children with opportunities to be outside in nature by having free flow between the inside and outside, where children are free to explore and discover. Froebel said: ”He should be allowed to maintain this connection with Nature as a focus of his life, and this is done mainly through the encouragement of his play.”’ (Froebel, in Lilley, 1967)
Froebel placed an emphasis on singing as a pedagogical tool and an emotional conduit, a way for children to express themselves and as a means to improve emotional connectedness with important adults. This can support the key person approach in settings and has influenced my work in developing playful interactions between children and adults. Recent advances in neuroscience supports Froebel’s idea as music has been shown to activate and stimulate parts of the brain dealing with emotional processing.
Interaction is a crucial part of our lives and enables us to develop attachments and emotional connections that enrich our lives. I feel passionately about being a play partner, responding to and following a child’s lead, spending time with them, being available to them and building relationships through sensitive interactions with them. This relates to Froebel’s belief that the role of the adult is crucial in developing sensitive relationships and therefore supporting children’s ideas and learning. This way, we can show the children that their play and interests have value. Developing these playful interactions are not straightforward and can take practice and so Froebel recognised the need for well trained staff who were able to reflect on and develop their practice.
“They must grasp children’s earliest activities and understand their impulse to make things and to be freely and personally active; they must encourage their desire to instruct themselves as they create, observe, and experiment.”
Play motivates all areas of learning and stimulates our desire for learning. It is so important and needs to be understood and valued. Play supports the holistic development of children. Having an understanding of the theory behind a play based curriculum strengthens our conviction in the power of play and just how fundamental it is to children’s development. For over two hundred years, Froebel has told us about the importance of play and supported those who engage with his principles. His approach helps to consolidate our views on play and gives us the confidence to continue to advocate for it.
There’s a lot more information in my book to support your learning and understanding of what play pedagogy consists of and how to develop playful interactions. Making play work in Early Years settings—Tales from the Sandpit is available from Amazon, Waterstones or directly from the publisher Sage Publications Ltd.
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About the Author
For over 2 decades I have worked in Early years. I feel passionately that adults need to engage with children as play partners, supporting, extending, and respecting their play. I believe we need to develop playful interactions to enable strong emotional connections between adults and children. I am an advocate for a play curriculum especially through in-the-moment planning.
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