Learning Through Play Research Paper 2022

Running head: LEARNING THROUGH PLAY 1
Learning through Play
Name
Institutional Affiliation

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Part 1: Analyzing Observations
Learning through Play
The four videos are typical cases of learning through play. Learning through play is a
phrase utilized in psychology and education to describe how a kid can is able to make sense of
the globe around her or him. Via play, a kid is able to develop cognitive and social skills,
emotionally mature, as well as acquired the self-confidence needed to engage in a novel
experience and environment. Fundamental aspects or ways via which young kids learn
encompasses playing, being active, being with other people, exploring and novel experiences,
communication with other people, talking to themselves, meeting mental and physical
challenges, practicing and repeating skills, being shown how to do novel things as well as having
fun. This paper uses three observations techniques or methods including anecdotal records,
running records and learning stories drawn from the four videos that have been watched in the
YouTube to accurately analyze each observation against overhead mentioned aspects of learning
through play.
Method 1: Anecdotal Records
This observation is often recorded following the event’s occurrence and written in past
tense. It needs to emphasize on what remains significant as well as recorded in sequential order
to emphasize on essential details. It might focus on one development area or cover a number of
areas of development at once. When one is using this method to observe a child, recording what
the kid had said as well as done, body language, direct quotes, tone of voice and facial
expression is required. Anecdotal records remain a valuable method to record important events
or actions which tells us something regarding child’s development, the needs, abilities, skills,
and interest. For example, observing a child crying during drop offs shall tell the observer

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regarding the child’s emotional and social development. To demonstrate how to use anecdotal
records methods, the following is provided:
For the observation purposes I have named the child in yellow shirt as Christopher. When
Christopher entered the class, he seemed to be very well aware about his surroundings and
quickly got along with his peers. Christopher was also very quick to notice the camera kept in the
room for observation purposes. He kept on pointing towards the camera and showed it to other
children. Christopher also asks the teacher about the camera. Teacher explains Christopher about
the camera and get on with her work. Christopher leaves the activity area and roams around to
explore different parts of the classroom. While other children were engaged in the activities
Christopher was enjoying his run around the class and amused by the camera in the room. While
the other kids were busy making decorations for Halloween, Christopher was scratching his head
while the teacher was explaining about what he had to do with the craft items. Christopher then
proceeded to take a seat and started playing around with scissors instead of using it to cut the
chart paper Christopher then tries to get attention of other kids and pointed out the camera in the
room again. Christopher started to rearrange the threads tangled together but soon gets distracted
when teacher picked up his toy and asked the class “who’s toy is it?” to which he quickly jumped
up and said, “that’s mine”. Teacher then asked him to put it back in his storage space. He then
quickly got up and placed his toy at his storage space and sat back on his chair. Christopher then
again gets distracted and asks other kids to run around him in the class. Other kids seemed to
listen to Christopher a lot. They got on their knees like a dog and followed Christopher around
the class while making dog like noises. Teacher asked Christopher to sit back and do the craft to
which he seemed quite disappointed, but he listened to the teacher and sits back and pretended to
be doing something. Christopher then picks up a pencil and started doodling with it on the table.

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Christopher again got up and started to go through work done by other children and asked
several questions to the kids who make it. Christopher then sat silently looking over the paper
plate in his hand.
Method 2: Running Records
A running record is one which tells a story of the behavior of the child by detailing all
things a child is saying during a set time period. They remain written in present tense because the
observer records as it takes place. Running records give a more detailed account of a kid’s
behavior in specific scenario. They remain valuable in the determination of why a kid is
behaving in a specific manner and often give in depth info on an array of developmental areas.
With a running record, it is usually a desirable idea to record during particular time (2-5 minutes)
or observe in the course increments in time. To demonstrate the running records method, the
following is given:
Between 2 minutes and 8 minutes of the video named “Kindergarten 2, a group of three
children engages in making the sound “pi”. One of the child starts this by moving towards the
microphone and ask their childcare professional (dressed in a pink shirt and black short) what it
was. He moves towards the microphone and asks, “Look, what that is for?” and the childcare
professional responds, “That is microphone that records the sound.” The three kids then start
making the sound “pi, pi” for a while and the teacher complements them saying that “I like how
you are piing”. The continue making the sound “pi” and at some point one child is seen saying
“mummy, mummy, mummy”. This continue till it reached a point that their childcare
professional wanted them to keep silent so that he could introduce new things to them, but the
children continued talking to themselves and producing the “pi” sound till the teacher had to tell
them to have their time.