Exploring Children's Rights and Play-Based Learning: A Critical Review of Teaching Approaches in Early Childhood EducationName of Student

Exploring Children's Rights and Play-Based Learning: A Critical Review of Teaching Approaches in Early Childhood EducationName of Student

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Table of Contents

TOC o "1-3" h z u Part 1: Issue from Module 2 - Children's Rights and Agency PAGEREF _Toc176860497 h 3Part A: Explanation of the Issue PAGEREF _Toc176860498 h 3Part B: Critical Review of the Approach PAGEREF _Toc176860499 h 4Part 2: Issue from Module 3 - Play-Based Learning PAGEREF _Toc176860500 h 5Part A: Explanation of the Issue PAGEREF _Toc176860501 h 5Part B: Critical Review of the Approach PAGEREF _Toc176860502 h 6Conclusion PAGEREF _Toc176860503 h 7References PAGEREF _Toc176860504 h 8

Part 1: Issue from Module 2 - Children's Rights and AgencyPart A: Explanation of the IssueThe issue of children's rights and agency in early childhood education is of paramount importance. As an early childhood educator, I firmly believe in upholding children's rights, particularly their right to be heard on matters affecting them, as enshrined in the United Nations Convention on the Rights of the Child (UNCRC, 1991). This belief fundamentally shapes my approach to learning, development, and teaching in early childhood education and care settings.

Point: Childrens rights and agency are two important concepts that have a great impact on the teaching strategies in the preschool years.

Explain: Childrens right to participate in the decision-making process that affects them is supported by the United Nations Convention on the Rights of the Child (UNCRC, 1991). This principle focuses on the issue of childrens rights to be listened to and taken into consideration in schools.

Elaborate: This is because, in early childhood education, childrens agency is fostered by ensuring the children can make decisions that are part of their learning experiences.

Evidence: EYLF agrees with this approach since it acknowledges children as active participants in his or her learning environment (Australian Government Department of Education [AGDE], 2022).

Example: In practice, this may include permitting children to participate in decision-making for instance in group activities, making class rules or even choosing topics for projects.

Evaluate: Adopting the rights-based approach with a focus on the childs agency may help to improve the childs participation, motivation and ownership regarding their learning processes.

Link: It is therefore important to know how best to apply these principles in the teaching practice to ensure that young children are taught in supportive and empowering environments.

Part B: Critical Review of the ApproachPoint: As useful as advocating for childrens rights and childrens voices is, some drawbacks need to be discussed and tackled.

Explain: Some of the problems include: how to engage all the children, especially those from different cultural backgrounds or those with speech impairments and how to balance childrens autonomy and educational goals. All such challenges put educators in a position where they have to use a variety of communication strategies and manage the learning processes in a very specific manner.

Evidence: Brod et al. (2023) reveal various challenges that persons from ethnic minorities or those who are not well conversant with the language of teaching encounter. Moreover, Puinean et al. (2022) suggest child-centred and teacher-controlled activities to ensure that the child has control over the activities he or she is involved in while at the same time ensuring that the educational objectives are met.

Example: To overcome these barriers, educators can integrate visual materials, facilitate gestures and other ways of communication, and employ multilingual materials. They can also adopt free play which is exploratory learning in which children are provided with questions or challenges related to the learning objectives.

Evaluate: However, these strategies generate a more equitable and integrated context to learning, and depend on the continuous effort, flexibility and planning to promote the participation and agency of all children in a view of achieving learning results.

Link: Through these challenges, and as we fine-tune our strategies, we are well-placed to design pedagogical contexts which uphold childrens rights and genuinely foster their agency alongside academic success.

Part 2: Issue from Module 3 - Play-Based Learning

Part A: Explanation of the IssuePlay-based learning is a fundamental aspect of early childhood education, integral to my teaching philosophy and practice. This approach recognizes play as a vital medium through which children explore their environment, interact with the world, and develop cognitively and socially.

Point: Play-based learning is one of the most effective strategies used in early childhood education as a way of enhancing development.

Explain: This approach acknowledges the importance of play as a significant context of the childs world and as a process through which the child engages with the world, and in which he or she learns and develops cognitively and socially.

Elaborate: Play-based learning incorporates play into the learning process, as it is identified to enhance the development of the following skills: problem-solving, creativity and critical thinking.

Evidence: The Early Years Learning Framework (EYLF) also supports the fact that play is the work of the child (AGDE, 2022). Similarly, the study by Schwartz (2024) shows that play is important in fostering problem-solving and critical thinking as seen below.

Example: In reality, play-based learning can consist of creating a dramatic play centre in which children can engage in various activities including simulating buying and selling or a hospital, this way, children can engage in the different roles in society, they can practice their interpersonal skills as well as their problem-solving skills.

Evaluate: Play-based learning not only adds to the joy of learning for children but also enhances the learning outcome of the children as they get to learn through concrete experiences.

Link: There are, however, several factors that need to be taken into consideration when it comes to play-based learning to ensure that it brings out the best in the learners.

Part B: Critical Review of the ApproachPoint: To effectively incorporate play-based learning, teachers must effectively balance between free play and guided activities and also the issue of keeping up with the learning goals. Explain: Although play-based learning is very effective, it is important that it forms part of the education goals and that it affords possibilities for planned teaching. It also has the potential for the child to get so involved in playing that they may not be able to grasp other learning opportunities or even switch between free and more guided play.

Evidence: The National Quality Standard (NQS) especially in Standard 3. 2, stresses the need to provide for both free and directed activities (ACECQA, 2023). Brown (2023) also adds that play-based learning needs appropriate strategies and intervention to enhance the childrens academic and social development.

Example: In reality, this balance may entail offering free play and play activities that are led by an adult. For example, when teaching shapes, the educators may provide an open-centred activity where children can build with blocks and specific tasks including shape-finding missions. To ensure that the learners are on track with the learning objectives, the educators may come up with several activities such as asking questions in the course of play such as How can we make this structure taller without it collapsing?

Evaluate: This approach enables the children to enjoy free play which is the freedom to explore while at the same time, they can cover the set concepts and skills. However it does need constant monitoring, more openness to change, and perhaps more effort from the educators to enhance the childrens learning process and assist them in making connections between play and academic learning.

Link: In this way, and through overcoming these challenges, and by further developing our strategies, we can best realise the potential of play as a means of learning in young children, and provide environments that are both playful and educational.

Conclusion

In conclusion, both children's rights and agency and play-based learning are crucial elements in early childhood education. By implementing approaches that respect children's rights, promote their agency, and harness the power of play, we can create rich learning environments that support children's holistic development. While challenges exist, thoughtful planning, flexibility, and a commitment to continuous improvement can help overcome these obstacles, ultimately benefiting the children we serve.

Point: All the above-mentioned factors including child rights and agency and play-based learning are important aspects of early childhood education and have a great influence on the teaching-learning process.

Explain: With the right strategies that observe the rights of children, empower children and the use of play, educators can design good learning environments that foster the development of children.

Evaluate: Despite the difficulties in their use, there are ways to address these problems in the form of careful planning, adaptability, and the ongoing application of improvement principles.

Link: Therefore, when these principles are well understood and implemented appropriately, it will be possible to develop early childhood education environments that are not only rights-respecting and childcare-sensitive but also playful, fun and conducive to learning.

ReferencesAustralian Children's Education and Care Quality Authority (ACECQA). (2023). National Quality Standard (NQS). https://www.acecqa.gov.au/nqf/national-quality-standardAustralian Government Department of Education (AGDE). (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://www.acecqa.gov.au/book/export/html/1087791Bernard, D. M. (2024). Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends. Interactions, 73. https://www.researchgate.net/profile/Dianala-Bernard/publication/380295511_Understanding_Socioculturalism_in_Early_Childhood_Education_Current_Perspectives_and_Emerging_Trends/links/6634801d06ea3d0b74239e23/Understanding-Socioculturalism-in-Early-Childhood-Education-Current-Perspectives-and-Emerging-Trends.pdfBrod, G., Kucirkova, N., Shepherd, J., Jolles, D., & Molenaar, I. (2023). Agency in educational technology: Interdisciplinary perspectives and implications for learning design. Educational Psychology Review, 35(1), 25. https://link.springer.com/content/pdf/10.1007/s10648-023-09749-x.pdfBrown, R. (2023). The role of play in early childhood education: A critical analysis. Journal of Early Childhood Research, 21(2), 156-170. https://doi.org/10.1177/1476718X221086543Puinean, G., Gokiert, R., Taylor, M., Jun, S., & de Vos, P. (2022). Evaluation in the field of early childhood development: A scoping review. Evaluation Journal of Australasia, 22(2), 63-89. https://journals.sagepub.com/doi/pdf/10.1177/1035719X221080575Schwartz, M. (2024). Ecological Perspectives in Early Language Education: Parent, Teacher, Peer, and Child Agency in Interaction. Taylor & Francis. https://www.tlu.ee/sites/default/files/Mila%20Schwartz.pdfUnited Nations General Assembly. (1991). Convention on the Rights of the Child. United Nations, Treaty Series, 1577, 3.