Learning Through Play in Early Childhood Education

Running head: EARLY CHILDHOOD EDUCATION
Learning
Through Play in
Early Childhood
Education
2-7-2020

EARLY CHILDHOOD EDUCATION 1
Table of Contents
Part 1..........................................................................................................................................2
Introduction................................................................................................................................2
Theory Discussion, Approach and Method............................................................................2
Psychoanalytic Theory........................................................................................................2
Cognitive Development Theory..........................................................................................3
Cultural-Ecological Theory................................................................................................4
Evolutionary and Comparative Theories............................................................................4
Play Based Approaches......................................................................................................5
Methods..............................................................................................................................7
Conclusion..................................................................................................................................9
Part 2..........................................................................................................................................9
Introduction................................................................................................................................9
Approach................................................................................................................................9
Froebel................................................................................................................................9
Method..................................................................................................................................10
Enhance English...................................................................................................................11
Conclusion................................................................................................................................13
References................................................................................................................................14

EARLY CHILDHOOD EDUCATION 2
Part 1
Introduction
The aim of this report is to increasing the understanding of the learners related to the
principles of theories of play along with methods and approaches through play. In order to do
so, the report is in its first part explaining the methods, approaches, and theories of enhancing
the vocabulary acquisition of the preschool children and their development through play.
Theory Discussion, Approach and Method
Childhood educators know the significance of play in the lives of children. It is also
very different from other activities that are performed by human because it is spontaneous
and enjoyable which majorly contribute in the psychological development of a child. The
activities of play have to be objective oriented and are generally free of risk (Manab &
Kamarudin, 2016). Therefore, in order to use play for the development of children, different
theories, methods, and approaches are presented that enhance preschool children’s
vocabulary acquisition.
Psychoanalytic Theory
The Psychoanalytic theory related to the child development was introduced by
Sigmund Freud. The theory was majorly grounded on the belief that in the instinctual and
consciousness drives within a child majorly impacts the behaviour of child (Manab &
Kamarudin, 2016). As per the views of Freud, the mind of human being is divided into three
concepts. He believes that children are born with some of the instinctual drives that shape
their behaviour. This section of the mind is called as the “ID”. This also work as the initial
stage of the development of model. At the second stage, children get involve in the stage of
learning related to development of morals and values. This is known as Superego. Superego
is the main portion of the personality of an individual. It works as a hindering part in the
instinctual desires that are brought up by “ID” and are mostly the outcomes of simulations

EARLY CHILDHOOD EDUCATION 3
and influences of parents. At the third stage, child may learn that all the desires cannot be met
and they have to accept they way things are. This stage is known as Ego and it is said to be
the conscious part of the personality of an individual.
Source [(Manab & Kamarudin, 2016).]
Cognitive Development Theory
The theory of cognitive development is introduced by Jean Piaget with the special
interest in the procedure of cognitive development of children. As per the study conducted by
Piaget, the thinking procedure of adults and children is different. The procedure of thinking
arrays from simple to complex based on the cognitive ability of an individual. As per the
views of Piaget, the cognitive procedure of a child develops with his or her interaction with
the surrounding world (Manab & Kamarudin, 2016). There are four stages of development
that are developed by Piaget in this theory that are presented in the below image.