Does the addition of book related pretend play (Welsch, 2008) in a kindergarten classroom, result in a child’s deeper engagement and understanding of the text?
The benefits of pretend play in the early years are clearly and frequently acknowledged in Early Education research. Its connection to cognitive, social and emotional development allows children to become independent learners who are confident in their own skills and abilities (DEEWR, 2009). Additionally the integration of pretend play in a child’ development can enable them to develop divergent thinking (Russ & Wallace, 2013), Affective social Competence (Lindsey & Colwell, 2013) and Cognitive intelligence (Morrissey & Brown, 2009). These three benefits can each be related to the use …show more content…
The Early Years Learning Framework (DEEWR, 2009) states that “Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking” (DEEWR, 2009, pp 15). In 2008 Jodi Welsch examined the benefit of pretend play as a teaching tool for young children in relation to specific areas of curriculum such as literacy and creative arts (Welsch, 2008). She found that the way pretend play connects the children cognitive processes with kinaesthetic learning techniques allowed them to more deeply understand the task and the related information that they had been taught (Welsch, 2008). She actively referred to this in the area of literacy as Book-Related Pretend play (Welsch, 2008)Additionally, research partners Goh and Lee (2012) discovered that children who were exposed to pretend play throughout their transition into primary school were able to adapt more efficiently both cognitively and emotionally to the new learning environment (Goh & Lee, 2012). They additionally stated that in order for the transition to be most efficient it was beneficial for …show more content…
The teachers and researcher will then repeat this tallying technique for 5 school days. The tally technique (Vonk, Tripodi & Epstein, 2006) is derived from Early Education observation techniques where a tally system is used to discover frequency and effect. This study’s tally system (Vonk, Tripodi & Epstein, 2006) follows four guidelines that would display children engaging the text more deeply.
These include – Children engaging in the themes of the book (Santos, Fettigm Schaffer, 2012)- Such as- being different, fame, loneliness and friendship
Display empathy to the characters – Mayzie’s feelings, the flower’s feelings, and the familiy’s
The benefits of pretend play in the early years are clearly and frequently acknowledged in Early Education research. Its connection to cognitive, social and emotional development allows children to become independent learners who are confident in their own skills and abilities (DEEWR, 2009). Additionally the integration of pretend play in a child’ development can enable them to develop divergent thinking (Russ & Wallace, 2013), Affective social Competence (Lindsey & Colwell, 2013) and Cognitive intelligence (Morrissey & Brown, 2009). These three benefits can each be related to the use …show more content…
The Early Years Learning Framework (DEEWR, 2009) states that “Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking” (DEEWR, 2009, pp 15). In 2008 Jodi Welsch examined the benefit of pretend play as a teaching tool for young children in relation to specific areas of curriculum such as literacy and creative arts (Welsch, 2008). She found that the way pretend play connects the children cognitive processes with kinaesthetic learning techniques allowed them to more deeply understand the task and the related information that they had been taught (Welsch, 2008). She actively referred to this in the area of literacy as Book-Related Pretend play (Welsch, 2008)Additionally, research partners Goh and Lee (2012) discovered that children who were exposed to pretend play throughout their transition into primary school were able to adapt more efficiently both cognitively and emotionally to the new learning environment (Goh & Lee, 2012). They additionally stated that in order for the transition to be most efficient it was beneficial for …show more content…
The teachers and researcher will then repeat this tallying technique for 5 school days. The tally technique (Vonk, Tripodi & Epstein, 2006) is derived from Early Education observation techniques where a tally system is used to discover frequency and effect. This study’s tally system (Vonk, Tripodi & Epstein, 2006) follows four guidelines that would display children engaging the text more deeply.
These include – Children engaging in the themes of the book (Santos, Fettigm Schaffer, 2012)- Such as- being different, fame, loneliness and friendship
Display empathy to the characters – Mayzie’s feelings, the flower’s feelings, and the familiy’s