Exploring Play-Based Learning: Language and Cognitive Development in Early Childhood ECE2043

1. Play and Language of Science (Nature)

In the first activity, where children explore nature by interacting with plants or insects, I observed significant development in their curiosity and language skills. Science in early childhood education is embedded in childrens natural curiosity about the world around them. Through play, children develop their understanding of scientific concepts. It helps children grow in all areas of their livesphysical, intellectual, emotional, social, and moral. It also offers a mental state that is particularly appropriate for sophisticated reasoning, perceptive problem solving in childrens (Gray, 2008). Watching the child closely examine leaves and insects, I noticed an intrinsic motivation to ask questions, make observations, and share their discoveries with peers. This engagement with nature fosters inquiry-based learning, encouraging children to think critically about their surroundings.
Children playing outside, touching different leaves is a skill under this category of sorting objects by their attributes. I observed that this activity or experience introduce new words such as "smooth," "rough," "curved," or "flat to children through playing. Nature walks are an excellent way to look at cause relation to effects such as the rain feeding the plants. Science and Nature integrated into play helps to develop the young child's learning ability and appreciation for the natural world.

Figure 1: Children exploring nature, plants
Ref: https://www.brighthorizons.com/resources/article/children-and-nature

2. Play and Language of Math (Nature)

Playing in natural environments is a highly effective way to incorporate mathematical learning into children's play. In this activity, young children naturally engage in what has been referred to as an early math perspective, which can be observed in the mathematical ways they play using size and design in the sandbox, comparison, evaluation and sequencing. This activity encouraged childrens to pick stones or leaves, counting the objects and differentiating sizes and shapes. I observed that, this not only makes learning fun but also enhances their understanding of mathematical concepts (Holdom, 2018).

I also noticed that, these activities give initial ideas of basic aspects of mathematics, such as number sense, geometry, and measurement. One of the learning activities is sorting leaves according to size or colour, and another is arranging stones in a set sequence or in a symmetrical way. By demonstrating how children can be actively encouraged to play using nature and math implements, it becomes clear how effective and meaningful these learning experiences are. Such activities develop children's cognitive and language skills, enabling them to express mathematical ideas in words.

Figure 2: Children collecting leaves.
Ref: Kneschke, R. (n.d.). Mother and kids collecting leaves. Dreamstime. https://www.dreamstime.com/photos-images/kids-collecting-leaves.html

3. Play and Language of Movement

The movement is beneficial in children's development, including motor skills, thinking and emotional-social development. I noticed that during this activity, as children play physically, when they are running, jumping or climbing, they can develop gross motor skills, coordination and basic body sense. I also observed that movement also helps language learning as young children can tell directions, describe their actions, or even explain an activity as they are grouped.

According to Vygotsky's Social Development Theory (Topiu & Myftiu, 2015), the primary aspect that defines learning is in the company of peers. Whenever the children are called upon to participate in physical activities such as jumping over obstacles or in teams solving an intricate puzzle, they will likely use words to discuss as they try to find the solution to the problem. They also encourage problem solving capabilities and assist the children in learning such concepts as speed, distance, and space. When movement is incorporated into play, children use their bodies to act out particular experiences and use words to explain. The educators could add to this experience, offer some directions, and introduce new terms connected with movement, improving the children's cognition and language skills. According to Vygotsky (1978), children learn things first through their interactions and relationships with other people. They then internalise this knowledge and add their own values to it.

Figure 3: Children running, jumping. Ref: Hilliard, M. (2021, February 1). A childs running, jumping and hopping skills may lead to healthier life. The Irish Times. https://www.irishtimes.com/news/health/a-child-s-running-jumping-and-hopping-skills-may-lead-to-

4. Play and Language of Technology

In today era we cannot escape from the use of technogoy. Technology includes any tool that is developed for any purpose.For example, a pencil or a wooden block, tablets, digital cameras, and microscopes, are used in early childhood education settings, for informal learning contexts (McClure et al., 2017).

I observed that, incorporating technology into play provides opportunities for children to develop both language and cognitive skills. Technology in early childhood education is not limited to digital devices but can include a range of tools such as magnifying glasses, building blocks, and simple machines. During this activity, I noticed that, these tools encourage children to explore cause-and-effect relationships, problem-solving, and the language associated with technological inquiry. Buckingham (2013 states that while technology has its place in children's learning and development process, it is not the all of learning; children should be taken out to play, allowed to touch real life and interact with natural physical objects. For instance, young kids can take pictures of a nature walk or engage in learning games such as counting, letter and word recognition or science. This makes technology an exploration of how various tools come and how they can be used to extend specific learning. To help this learning, teachers should discuss with the children why different technologies are used and encourage children to predict and speculate on how things function.

Figure 4: Children playing with calculator. Ref:Peck, F. (2022, May 13). The Rise and Possible Fall of the Graphing Calculator. Digital Promise. https://digitalpromise.org/2019/02/04/rise-possible-fall-graphing-calculator/

5. Play and Language of Risk

It is essential to understand that risk-taking behaviours in children are normal, mandatory and even healthy during play activities. The concept of risky play has been defined as the play in which the child involves himself in something unknown and new to them (Kvalnes & Sandseter, 2023). I observed that, by taking risks, children can evaluate risks, come up with decisions and confront such challenges, which leads to the development of resilience and problem-solving methods. For instance, when climbing a tree or walking along rough terrain, they evaluate their strength and face risks.

As stated by Blincoe (2015), the scope that children are allowed to play in exposes them to risky play, which helps them build confidence and independence so that they can explore the world around them. Due to increased risk-taking in play, children have to find ways of explaining their fears, describe or assertively reason how they want to go about the playtime or negotiate with peers on specific issues concerning playtime safety. There is a delicate balance between risk and safety, and educators play a crucial role in navigating this balance. I observed that discussions about safety and decision-making also enhance children's communication skills.

Figure 5: Children climing tree. Ref: Latreille, C. (2023, August 18). The simple joy of climbing trees. Active for Life. https://activeforlife.com/the-simple-joy-of-climbing-trees/

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