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Literacy and Numeracy in the Education of Young Children

   

Added on  2020-05-28

13 Pages3464 Words81 Views
Running head: PLAY IN EARLY CHILDHOOD EDUCATIONPLAY IN EARLY CHILDHOOD EDUCATIONName of StudentName of the UniversityAuthor Note

1PLAY IN EARLY CHILDHOOD EDUCATIONExecutive SummaryEngagement in playful activities ensures not only cognitive and intellectual developmentamong children, but social and emotional competency as well. However, over the years andwith the changing trends in the education sector, the implementation of play in the earlychildhood education has become a much neglected issue. The reasons behind this can bestated as the highly competitive academic environment where parents and teachers areconstantly striving to give the children formal education preparing them for academicsuccess. This decline in enabling children to engage in free play in their early childhoodeducation is a rising global concern This paper aims at analyzing the issue of the replacementof play with academic stress on literacy and numeracy in the education of young children. Toserve this purpose, the paper examines an academic research paper and aligns the argumentsput forth by the scholar with the arguments of three other scholars supporting eithercompletely or partially the arguments of the main paper under evaluation. In conclusion, it isobvious to state that the disappearance of play in the education of children is a neglectedissue on the global level.

2PLAY IN EARLY CHILDHOOD EDUCATIONTable of ContentsIntroduction................................................................................................................................3Discussion..................................................................................................................................3Conclusion................................................................................................................................11References................................................................................................................................12

3PLAY IN EARLY CHILDHOOD EDUCATIONIntroductionMost research claim that young children especially the ones in their early childhoodlearn in the most effective manner through experiences of play that are meaningful. However,over the years, the trend has arisen that demonstrates a decline in learning through play andinstead a more academic nature of the preschool curriculum has become prominent. This ismostly because parents, teachers and other education officials have shifted their focus fromlearn-through-play to a more organized and academic learning for the children in their earlychildhood. In fact, playing outdoors has become a less prioritized experience even thoughchildren are more probable to gain and build the foundation of their academic and practicalknowledge through free and active playing. In this context, the thesis statement of the paperis that there has been a steady decline in the provisions and policies for play in earlychildhood education. To this end, the paper examines Sophie Alcock’s academic paper on‘Searching for play in Early Childhood Care and Education Policy’, published in the NewZealand Journal of Educational Studies in the year 2013. The paper provides a criticalanalysis of the stance of Alcock that despite much emphasis that is given on the importanceof including play in the early childhood curriculum, the Ministry of Education (MoE) of NewZealand and the Early Childhood Care and Education (ECCE) does not provide muchimportance to the implementation of play in the early childhood education. DiscussionThere has been an evident disappearance of children’s play from the current policies,documents and curriculum of the Early Childhood Care and Education (ECCE). However,there has been a prominent growth in the global transformation of children’s learning intohighly academic dimensions. This is demonstrated in the recent policies of the ECCE. TheUnited Nations Convention on the Rights of the Child (UNCRC) states that it is the inherent

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