Analyzing Play-based Learning In Early Childhood Education: An Essay On The Pedagogy Of Play.

The Kinds of Education Play in Kindergarten

1- Introduction

-Define a pedagogy of play

2- The kinds education play in kindergarten

-Policy agenda of play in kindergartens in UK

- Role play in the early childhood classroom

3- Importance of playing of children for the development of some aspects of growth (Cognitive processes, memory, attention, thinking and language in learning and pedagogy * ( With the inference theories)

4- Factors that affect to play a child *

5- The chilling facing the play *

6- Developing play in the curriculum

- play and National curriculum policies

-physical activity- and - rough and tumble play

- science and play

-Mathematics and play

- Art in the early years

7- Developing play a pedagogy of play.

8-The important theories that support of play with learning, such as the theory of Piaget and Vygotsky

‘Pedagogy of play’ can be referred to as  an educational value which focuses on the field of experience which claims that the play can be characterized by tow fundamental guidelines which forms the basis of the education in children (Baker et al. 2014). These two fundamental guidelines are the spontaneous and the intentional directions. It should be noted that the pedagogy of play is concerned mainly on the intentional directions of the two fundamental guidelines. The design and management of the play incorporates the materials and expenditure with specific educational goals. The process requires a thorough analysis of the entire playing experiences while grasping potentials in the making of the play.

The first evidence of the play comes from the ‘Discovery of Childhood’, an essay written at the beginning of the Modern Age (Dekker and Groenendijk 2012). The careful reading of the essay reveals it to be incorporating three main aspects being underlined: (i) investment on play as an educational device, (ii) retrieval of the natural dimension of play and (iii) toys being used as the pedagogical device and media as well. The second part of the essay depicts the production of the focused on the educational value through fore play, which is referred to be the first field of experience for the political education as evident in the essay (Diamond 2012). The conclusion of the essay depicts the speculations on the relationships between the play and the daily life activities. The final remarks of the essay suggest an important learning that the lifelong playing can be defined as a meaningful perspective in respective of the lifelong education.  

UK Policy Agenda of Play in Kindergartens

UK Policy agenda of play in kindergartens

According to Cottle and Alexander (2014), the current education policy as implemented in the UK, reflects the concerns related to the provision of the guidance on the curriculum content, assessment, planning, improvising the quality, developing the provision, and effectiveness of provision for the children and families as well. The DfEE/QCA 2000, Early Years Foundation Stage in England as implemented by the early childhood communities, deals in emphasizing the value and role of play in supporting the learning about the educational settings and at home as well (Park and Kim 2014). The main agenda of the framework is to articulate the principle sunder pining the curriculum, pedagogy and assessment with the emphasis on the planned experience relative to the spontaneous play of the children in the country. This framework includes the children from the birth until 5 years of age upon aligning with the policy issues in DfES, 2004 (Every Child Matters) (Renwick 2014). The policy incorporates the curriculum guidance for the children to play which enables them to create, play, solve problems, and become managed with the parents in order to develop the learning. According to Renwick (2014), this curriculum guidance as provided by the UK policies help in providing a wide range of imaginative and creative activities in order to stimulate the development and learning in children. The policy also guides the practitioners to meet the following agenda:

Plan and resource the challenging learning environment

Support the learning process in children through spontaneous and planned play activities

Extend and develop language an communication of the children in their play

Assess and observe the learning in the children through the play

Ensure progression and continuity of thru learning process in the children (Diamond 2012)

According to Elbasan (2012), a good quality play would enable a positive learning outcome in the emotional, cognitive, psycho motor, cognitive and social domains. The inclusion of play in the curriculum is to develop the learning process in the infants by enabling them to enhance their learning capabilities. Hakkarainen, BrÄ—dikytÄ— & Munter (2013) believe that this learning helps in engaging children with mental, physical, and emotional challenges to develop their curiosity. It would also help in developing their communication skills and recognizing capability as well (Dyer and Taylor 2012).

Inference theories and cognitive processes

The zone of proximal development (ZDP) is the hypothetical zone where the cognitive development and the learning processes occur within the child. This zone of development is constituted by the distance between the actual development and the level of potential development under the guidance of the adults (Dekker and Groenendijk 2012). According to Vygotsky, this ZPD can be determined by the problem solving abilities of the child whether independent or under the guidance of the adults. Vygotsky has been of the opinion that the development in a child takes place at an appropriate time when the child faces environmental challenges and opportunities. Moreover, the development of children is influenced by the right amount of assistance from the adults (Elbasan 2012).

Role of Play in Early Childhood Classroom

The play helps in stimulating the brainpower of the child, which could enable in enhancing the concentration, visionary skills, recollection skills, and recognizing power. This enables the child to be able to distinguish between the objects and recognizing the same. According to Tricia Ferrara, a famous family therapist, regular physical activity can be referred to as the ‘miracle glow’ for the brain (Ferrara 2016). According to a recent biological survey, physical activity stimulated a chemical hormone in the brain of the infants, which help in strengthening the connections and enhancing the memory. Thus, the children should be provided with the opportunity to play some physical games both during and after learning.

As mentioned in the above discussion, it can be evident that play helps in stimulating a chemical hormone in the brain of the infants which help in strengthening the connections and enhancing the memory (McCabe 2012). This would help in enabling the child to pay attention to the details about the object such that he’ she is able to distinguish between them.

The play helps in stimulating the brain activity of the child by strengthening the concentrations and enhancing the memory. It should be noted that the child is not able to truly understand about the concept of sharing (McCabe 2016). However, the brain of the child can be trained to understand some basic rules like waiting for the turn, reaching and grabbing objects, and recognizing things.

According to Tricia Ferrara, music can be referred to as the ‘pre- language learning tool’, which could be played along with the activities, could help in boosting the mummery of the child. This playing of music along with the activities would not only be a good memorizing experience for the child but also could be an energy booster for the practitioners as well (Hardelid and Gilbert 2013).

The play of the children can be referred to as the heterogeneous form of behavior, which is illustrated ion the context of the diversified spatial expressions. Various factors affect the play of the children. The features of the current social environment have an important role in affecting the play of the children and their abilities to find the places and time to play as well. According to the theory presented by Thomas and Hookings, the current response to the support of the play of the children is very much fragmented and confusing (Ferrara 2016). According to Thomas and Holdings, the children in the UK are completing test papers with a yearly estimated of 35 million papers (Ganea 2014). The corporations are also spending millions of pound in order to conduct research on the proper development of the learning in the children. Moreover, the parents are also struggling with the provision of both time and money in respective of their children to play as they think their children need a constant supervision while playing. The various factors affecting the play of the children can be illustrated by the following descriptions:

Importance of Playing of Children for the Development of Some Aspects of Growth

The environmental impact on the play of the child is a significant factor in today’s world, which includes the cumulative effect of poor environment, poverty, family stress, poor social network, and deteriorating conditions. These environmental factors are hampering with the playing of the children. According to Cottle and Alexander (2015), the environmental stress could lead malnutrition and social isolation of the children which could be hampering with the learning and development process of the children in the long run. As for example, poor children reside in a more polluted are and unhealthy environment. These children are prone to the various kinds of diseases and health hazards that could lead them to be physically deteriorated. Poor neighborhoods are prone to greater traffic volumes, less playground safety and exposure to health hazards. The poor children are compelled to inhale polluted air and drink polluted water, which exposes them to the toxicants, which could have a negative impact in the cognitive development and play behaviors of the children (Wallace 2016).

According to Hardelid and Gilbert (2013), the material world of the children have improves, there is always a fear of accidents and the precautions to limit down the injuries in respective of the children while playing (Yetter-Chappell and Chappell 2012). However, the UK has the lowest rate of the child accidents; the risky activities cannot be neglected and can be taken as the part of the growing regime. Compared to their grandparents and their parents, children are more circumscribed today.

The major challenge while implementing the play for the children is the inability of the practitioners in developing an appropriate play for the children in order to help them develop the learning and communication. The practitioners are entailed to the development of the thinking, planning, and engaging capabilities within the children in respectful interactions and providing everyday learning experiences and activities in the children (Schary and Loprinzi 2012). The practitioners are also required to design and resource  the physical environment, observe the children at play, evaluate and assess the effectiveness of the experiences in respective of the generation of positive outcomes, organization time and space for the development for the play and also engaging with the families of the children as well. In the larger workforce system, an approached policy and organizational support including the provision of the space and time is required for the practitioners to infuse enthusiasm in the relationship between the children and their parents (Shimmell et al. 2013).  Thus, a proper policy is required for the planning and organizing of the play for the child. Moreover, the practitioners are also required to be trained in order to help the children in the learning process.

Factors That Affect a Child's Play

National curriculum policies in UK

The UK policy frameworks includes the common principles that endorses as combination of child initiated and adult directed activities incorporating the free and structured play. The UK Government implement the integrated pedagogical approach which is validated and is found in the EPPE (Effective Provision for Preschool Education), a study being funded by the government (Phadung and Kaewprapan 2014). This study is on a large-scale context and provides adequate evidence of the impact of the preschool education and the family background on the development of the children. The study on the REPEY (Researching Effective Pedagogy in the Early Years) shows the difference between the pedagogical interactions and framing (Poehner 2016). The pedagogical interactions deal with the specific behaviors of the parents or adults whereas the pedagogical framing follows behind the scenes aspects of the pedagogy including the resources, planning, and routines.

Science and play: The various activities that could be helping in the development of the knowledge and understanding of the children. The foundations stage of the hierarchical development of the scientific activities of the children help in developing the basic needs of the child, Preferences of the parents, and the needs of the parents’ childcare (Haklay 2016).The science and play aims at planning and implementing activities that could help children make progress in their development and learning in a scientific way. It also helps in providing a resourced curriculum for the children to enhance their knowledge and help them to do well in an ambiance of care and of feeling valued.

Board book learning: The learning helps in engaging children with mental, physical, and emotional challenges to develop their curiosity. It would also help in developing their communication skills and recognizing capability as well.

Figure 1: Board Book learning

Source: (Kelemen and Ganea, 2014)

Observing: The children are mentally, emotionally, and physically calm and are curious in learning new things. They are realizing the objects present in the environment with those present in the board books and are developing their communication skills (Park and Kim 2014).

Action Plan

	Infants	1-3 years	4-8 years
Activities	o   Talk to babies o   Talk back to them o   Listen to their sounds they make o   Talk about the pictures they see in the board book o   Help them turning pages	o   Read the story  in groups o   Ask simple questions relating to color, count of objects, etc. o   Ask questions relating to the story	o   Sit in groups o   Display the story boards o   Ask what they can see and find from the pictures o   Ask them to recognize and name the objects form the book
Observation	o   The babies are, emotionally, mentally, and physically calm o   They are developing good communication skills	o   They are learning new things o   Able to turn pages on their own o   Developing curiosity	o   Communication skills in groups o   Having fun interacting with each other

Table 1: Board book learning

Source: (Kelemen & Ganea, 2014)

Board puzzle: It is the first skill that the children will adopt quite easily as puzzle pieces are taken out. It generates much noise when hit on the floor. This noise helps in drawing the attention of the children and could engage them in investigating the puzzle piece and identifying each of the pieces.

Figure 2: Board puzzle learning in children

Source: (Barnes, 2015)

Procedure: Place the chain pieces in front of infants and hide one piece aside. Now, ask the children to find the hidden piece. Let the children complete the puzzle in groups and talk to them about the colors in the puzzle. Ask simple questions regarding color and count of objects. Ask them to make chain of different sizes and let them count the puzzle pieces.

Challenges Faced When Developing a Pedagogy of Play

Observation: A group of children must be asked to complete the board puzzle. Participation must come from everyone. If everybody participates, it helps in the development of process. A child feels good when he works in a group. The practitioner is required to justify that puzzle pieces come in different sizes and shapes. It is the duty of the practitioner to take part in the various activities (Schary and Loprinzi 2012). The practitioners should encourage children by referring and talking to the colors. Colors are very much stimulating to the children. It must be observed how the children match the photo of the piece of puzzle.

Action Plan

	Infants	1-3 years	4-8 years
Activities	·         Talk to infants ·         Listen to the sounds they make ·         Talk back to them ·         Let them identify and  explore the pieces of puzzle ·         Make them match the pieces together	·         Ask them to complete the puzzle in groups ·         Explain the different shapes and sizes of the puzzle ·         Make them complete the puzzle within a specified time	·         Sit in groups ·         Explain the different shapes and sizes to the children ·         Make them complete the puzzle within a specified time
Observation	·         The infants are learning to reach the objects ·         They are able to develop visualizing power	·         Children are concentrating ·         They are thinking and reasoning about the puzzle	·         Children are developing their communication skills ·         Children are concentrating more on the puzzle ·         They are thinking and reasoning about the puzzle

Table 2: Board puzzle

Source: (Hopkins, 2015)

Procedure: Place the chain pieces in front of the children. Let the children complete the puzzle in groups and talk to them about the colors in the puzzle (Saengpun and Inprasitha 2012). Ask simple questions regarding color and count of objects. Ask them to make chain of different sizes and let them count the puzzle pieces. Make up a story about the puzzle after the children complete the puzzle.

Observation: The children must be left to play freely. Each piece must be counted as the child completes the chain puzzle. The puzzle must be taken apart and put back together again. Free roaming helps the children.  The practitioners are required to guide the children about the colors and the chin process steadily and thoroughly.

Action Plan

	Infants	1-3 years	4-8 years
Activities	·         Take the chain pieces and place them in front of infants ·         Ask them about the colors in the puzzle ·         Hide one piece aside ·         Ask them to find the hidden puzzle peice	·         Ask them to complete the puzzle in groups ·         Explain the different shapes and sizes of the puzzle ·         Make them complete the puzzle within a specified time	·         Sit in groups ·         Explain the different shapes and sizes of the puzzle ·         Ask them to complete the puzzle within a specified time ·         Ask simple questions regarding color, count of objects, etc
Observation	·         The infants are developing to reach the objects ·         They are able to develop visualizing power	·         Children are concentrating ·         They are thinking and reasoning about the puzzle ·         Singing in rhymes while counting	·         Children are developing their communication skills ·         Children are concentrating more on the puzzle ·         They are thinking and reasoning about the puzzle

Table 3: Chain puzzle

Source: (Kelemen & Ganea, 2014)

Paper and Crayons: The learning of Paper and crayons would help the children to identify the colors. It also helps them in developing a sense of inquisitiveness in the children. This learning of the art process also helps the infants to develop their vision.  

Figure 3: Paper and Crayons learning

Source: (Chappell and Taylor 2013)

Observation: The practitioners are required to observe if the children are gaining, a proper vision is building by observing those pictures. They are developing their communication skills and capabilities to identify the different colors.

Action Plan

	Infants	1-3 years	4-8 years
Activities	·         Cut shapes of colored papers ·         Attach them with colored ribbons ·         Talk about the shapes and colors	·         Provide with crayons and papers ·         Ask them to hold the crayons ·         Let them draw colors on the paper	·         Let the children draw on the paper ·         Let them explore the colors on their own ·         Ask them to fold on papers and make shapes
Observation	·         The infants are curious ·         They are smiling and making sounds ·         They are trying to touch and catch the objects	·         Learning new drawing experience ·         Developing creativity in their drawings ·         Understanding shapes and colors	·         Learning new drawing experience ·         Developing creativity in their drawings ·         Understanding shapes and colors

Table 4: Paper and Crayons

Source: (Chappell & Cahnmann-Taylor, 2013)

Puppet play: The puppet play helps in developing the exploration skills of the children. It enables them in exploring the shape, color, number, and size of the objects. It can also be considered as an imitation game for the children who imitate the parents or teachers’ activities of copying the sounds and characteristics of the objects.

Figure 4: Puppet learning in children

Source: (Poehner, 2014)

Observation: There exists a generation of visualizing power in the children where they are able to recognize the things on their own. The children are exercising in handling the puppets. They are becoming more creative and are having fun with the puppet playing activity.

Theories That Support Play-Based Learning

Action Plan

	Infants	1-3 years	4-8 years
Activities	·         Using puppets in the hands ·         Talk to the infants ·         Try imitating the sounds of the animals while talking ·         Make them laugh and have fun ·         Make them play with the puppets	·         Use animal puppets in hands while talking with children ·         Try imitating the sounds of the animals while talking ·         Make them laugh and have fun ·         Make the children play in groups	·         Sit in groups and ask the children to play a story with the puppets ·         Ask them to recognize and name the objects form the environment that looks familiar with the puppets
Observation	·         The infants are feeling secure with the puppets ·         They are overcoming fear through doll play	·         Enacting and learning new things with their puppets ·         Developing the imagination of stories and sings with the puppets	·         Enacting and learning new things with their puppets ·         Children interacting with each other and sharing stories ·         Developing the imagination of stories and sings with the puppets

Table 5: Puppet play

Source: (Poehner, 2014)

The development structure of the child learning is comprised of the over lapping age related to the phases of each childhood as identified in the framework for early learning. The over lapping age consists of the learning structure for babies (from birth to 1 years), toddlers (1 year to 3 years) and children (4 to 6 years) (Kelemen et al 2014). However, the basis of the structure is still comprised of the framework consisting of the learning of the well being, belonging, and identity, exploring, communicating, and thinking. It should be noted that all the types of play could be applicable to each phase of the childhood. The processes of developing the play in the childhood can be illustrated by the following phases:

The first phase for developing the play for the children is to work on the early practitioners that are responsible for teaching the children (Barrouillet 2015). The practitioners are entailed to the development of the thinking, planning, and engaging capabilities within the children in respectful interactions and providing everyday learning experiences and activities in the children. the practitioners are also require to design and resource  the physical environment, observe the children at play, evaluate and assess the effectiveness of the experiences in respective of the generation of positive outcomes, organization time and space for the development of the play and also engaging with the families of the children as well. In the larger workforce system, an appropriate policy and organizational support including provision of the space and time is required for the practitioners to infuse the trust in the relationship between the children and their parents (Brocklebank and Griffiths 2013).  As the adults have an important role in children’s play, they are required to emphasize on the planning and designing of the play in order to help the children develop the learning capability in the future.

According to the perceptual theory a proposed by Gibson, the development of the perceptual learning is gradually increased as the children grow (Chappell and Cahnmann-Taylor 2013). This growth in the perceptual learning in the children reflects an organized and deliberate exploration of the environment. According to Gibson, this gradual increase in the perceptual learning of the children occurs through three gains in the movement during the initial first year of the infants, which includes (i) postural control, (ii) locomotion and (iii) manual control. Gibson postulated that if these three factors are stimulated in the infants, it could help in developing their physical abilities, agility, and mobility dexterity (Chronopoulou and Riga 2012). She also stated that this stimulation of the physical and locomotion skills in the infants would help in infusing them with the enthusiasm, confidence, and learning (Balakrishnan and Claiborne 2012). 

Piaget’s classical theory of development

Piaget in his classical theory of child development has been able to provide his views about the intellectual competence under which the child contrasted theories of the world and allowing the same for the first time on a set of logical tools of increasing power and generality (Brocklebank and Griffiths 2013).  Piaget, in his theory, has focused on the active role of the individual sin respective of constructing the knowledge. His theory of development of child can be regarded as monolithic, context specific and universal.

The work of Piaget reflects on the situation that the children construct their own knowledge and develop their own experiencing as well. He also proposed that the children are able to utilize their own knowledge and understanding by manipulating or exploring the outside world. In his theory, Piaget also illustrated various which emphasize on the self-construction of the thinking process in children (Children's play patterns,. In 2016). However, he provided more attention towards the actual process of the making.  The structural theory thus, as proposed by Piaget has concentrated more on the construction of the cognitive strictures rather than focusing on the generalized views on the conservation.

In his theory, Piaget ahs emphasized, mainly on answering to the question of accelerating the development process. However, the educational practice as described by Piaget in his theory of child development is context bound which is at the cognitive levels and not converse.

The Vygotsky's theory is also known as the socio cultural theory as it focuses on the culture including the values, customs, beliefs, and skills of a social group is transferred to the next generation. In his theory, Vygotsky identified two kinds of development viz., cultural and natural (Cottle and Alexander 2013). The natural development involves the processes of organizing growth like the maturation of a child. The cultural development deals with the cultural forms of the habits and reasoning of the cultural behavior. This socio logical theory as proposed by Vygotsky emphasizes on the role of play in the development of children to the point of reaching the primary, leading, and fundamental development.

Unlike Piaget, Vygotsky had imagined the learning to be the social mediated process which  depends on the support that the adults and parents provide for their children while they attempt to learn new tasks (Dekker and Groenendijk 2012).Vygotksy has been of the opinion that in order to understand the development of a child, there needs to be an evaluation of the social context and learning ability of the child.  In his theory, he also emphasized on the social interactive process of the learning. He also has been able to clarify the learning process wherein the partners including the parents and the child are considered as active members in the learning process of the child. He also identified the parents or adults to be the cultural guides or experts and the child to be the target who is to achieve the learning target. According to Vygotsky, the socio interaction between two individuals cannot be seemed to be independent actions by the people. The interaction can be seen rather, as an interaction where the individuals take appropriate efforts and responsibilities in order to achieve a common target (Diamond 2012).

In his theory, Vygotsky defined the activity involved in the social interaction to be the mechanism or process for explaining the development progress. Moreover, he further defines the development process to be the transformation of the mental processes. Vygotsky classified the level of the development process within a child to be comprised of two major levels. According to him, the development process initially works at the social level, which ultimately moves to the psychological level in the child wherein the internalization of the learning takes place within the child. Vygotksy termed the internalization to be occurring within the ZPD (Zone of Proximal Development). According to him, this ZPD is the hypothetical zone where the cognitive development and the learning processes occur within the child (Dyer and Taylor 2012). This zone of development is constituted by the distance between the actual development and the level of potential development under the guidance of the adults. According to Vygotsky, this ZPD can be determined by the problem solving abilities of the child whether independent or under the guidance of the adults. Vygotsky has been of the opinion that the development in a child takes place at an appropriate time when the child faces environmental challenges and opportunities. Moreover, the development of children is influenced by the right amount of assistance from the adults (Ganea 2014).

This socio cultural theory of Vygotsky helps in proposing interdependence between the development process of a child and the resources being provided by the culture as well. According to Diaz and Vachio. The ZPD as proposed by Vygotsky can be seen to be constituted of two important interrelated function:

Transfer of responsibility

Joint collaboration (Baker et al 2014)

According to the ZPD, the child and the parents approach the task independently on their own way while learning. The child seeks co-operation and assistance as drawn thorough the adults. Joint collaboration is the process where the adults bring about the transfer of responsibility in the child through the process of scaffolding such that the child begins to work independently. It should be noted that scaffolding process refers to the interactional support and guidance as provided by the tutor to the child in the ZDP. Bentley (2013) provided useful information about the scaffolding process and stated that the child takes am inventive and active role by reconstructing the tasks through their own understanding. They refer this understanding of the children as the ‘guided reinvention’.

According to Saengpun and Inprasitha (2014), the elements of the scaffolding process in respective of the learning develop in child is comprised of the gelling elements:

It is the responsibility of the tutor to recruiting the child’s interest in a particular task. Reduction in the number of steps necessary for solving a particular problem and simplifying the task such that a child can recognize the ‘fit’ with the task and manage the components of the scaffolding process as well (Wallace 2016).

Maintenance of the pursuit of the target by directing the activity through child motivation

Involves the control for the risks and frustration in the child while learning the problem solving process

Identifying the critical features of the discrepancies between the ideal situation and what a child is producing while the learning process

Illustrating an idealized version of the act to be performed

Enabling the child interdependence and autonomy

Strutting an appropriate environment for the child in order to learn in a more efficient way 

From the analysis of the theory as proposed by Vygotsky, it can be seen to be useful in tow possible ways:

Enabling the adults to understand about the construction process of the children

Enabling the affects to reassess they roles in teaching (Schary and Loprinzi 2012)

There is always a dilemma faced by the practitioners in deciding the amount of teacher intervention required for the teaching of children. Moreover, owing to the resources being included under the education system in most of the countries especially in the UK, there has always been a criticism in the media that deals with the failure of the education system.

The current schoolification criteria in the UK considers the curriculum based approach to educating young children specially in their early years to be inadequate (Saengpun and Inprasitha 2012). Most of the chidcare professionals in the country are supporting the pedagogical approach which should be replacing the traditional curriculum based approach for teaching the children to learn. Moreover, most of them are also of the belief that this pedagogical approach in the early years of the development would be helping the children to have a basic understanding of the writing, reading and arithmetic that would be helpful for them in the future.

The current trend of the chidren who start going to the schooling in the UK is 4 years which makes 12% of the total child population in the country (Barnett 2014). The rest 88% of the child population start going to school after 6 years. Thus, most of the childcare professional in the country are of the belief that this Early Years Foundation Stage (EYFS) would make the children to be school ready and benefit them in providing more focus on play and other academic elements (Barrouillet 2015). The professionals are also of the belief that this EYFS would enable the children to enhance their communication skills and provide them the formal learning in their pre-schooling stage.

Conclusion

Pedagogy of play’ is an educational value which focuses on the field of experience which claims that the play can be characterized by tow fundamental guidelines which forms the basis of the education in children. In order to understand the development of a child, there needs to be an evaluation of the social context and learning ability of the child.  The learning process, thus, is a development process wherein the partners including the parents and the child are considered as active members in the learning process of the child. It so the responsibility of the parents or adults to be the cultural guides or experts and the child to be the target who is to achieve the learning target. As proposed by the theories of Vygotsky and Piaget, it can be found that the socio interaction between two individuals cannot be seemed to be independent actions by the people. The interaction can be seen rather, as an interaction where the individuals take appropriate efforts and responsibilities in order to achieve a common target.

The activities involved in the social interaction to be the mechanism or process for explaining the development progress. Moreover, the development process is the transformation of the mental processes. The level of the development process can be classified within a child to be comprised of two major levels. The development process initially works at the social level, which ultimately moves to the psychological level in the child wherein the internalization of the learning takes place within the child. Vygotksy termed the internalization to be occurring within the ZPD (Zone of Proximal Development). According to him, this ZPD is the hypothetical zone where the cognitive development and the learning processes occur within the child. This zone of development is constituted by the distance between the actual development and the level of potential development under the guidance of the adults. This ZPD can be determined by the problem solving abilities of the child whether independent or under the guidance of the adults. The development in a child takes place at an appropriate time when the child faces environmental challenges and opportunities. Moreover, the development of children is influenced by the right amount of assistance from the adults.

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