Play-Based Learning

Pinson, Dena M., Montgomery, Diane. "Play-Based Programming: Advantages fro Rural Early Childhood Special Education". eric.ed.gov. eric.ed.gov/PDFS/ed429748.pdf. web. 1999-03-00. 2/6/11.

According to Dena M Pinson and Diane Montgomery the authors of this article, Play-Based Programming children will often learn as they play. Extensive research has been conducted determining if using play-based learning as part of early childhood special education is rationalized. First identify the type of play acted out by the child. Determine strengths, gather clues and plan interventions. I agree with this paper that children do act out through play an they do give clues as to their development as well as certain issues that they are confused about. Although sometimes children really aren't listening to adults during play. The research paper also states parent participation is built into the assessment and intervention process. "Adults who engage with a child" during free play, "can provide professionals with understandings about family expectations, beliefs, skills and needs."

"Early Childhood Special Education (ECSE) Services are intended to 'prevent or reduce the effect of a disability on a child's development." Each ECSE Professional takes responsibility to meet with families and other professionals to provide extensive services for many participating children, with varying complex situations. They accomplish this overwhelming task by maintaining working relationships with the families ant to develop knowledge and skills needed. Each child must be understood as an individual and as a whole person not in part.

Developmentally Appropriate Practice (DAP) includes age appropriateness, individualized strengths, interests and needs also social and cultural aspects of the children and their families.

Play-Based learning works best when initiated by the child. Even better if the child invites the adult to play. Also though repetitive tasks and games helps children to do every day tasks by themselves, hand washing, toileting, cleaning after themselves, playing with other children. Discussing what is and what isn't appropriate and why, sometime more than once a day has help children that I have worked with.

The article also points out a free discovery structure, to allow children to play and learn independently or play learning is prompted where the teacher guides the children in structured play-learning.

"Professional ECSE practices must be based on intense knowledge of typical and atypical child development, strategies to facilitate and encourage child growth and communications inviting active family participation." Intervention is determined directly from observation and participation in play-learning.