Early Childhood Education: Theories of Play and Vocabulary Acquisition

This report, prepared for the HBEC2803 course at Open University Malaysia, delves into the multifaceted world of early childhood education, specifically focusing on learning through play. It begins by examining various theoretical frameworks that underpin play, including psychoanalytic, cognitive development, cultural-ecological, and evolutionary theories, highlighting their significance in shaping children's cognitive and vocabulary development. The report then explores different play-based approaches, such as Montessori and High Scope, and their practical applications in preschool settings. The first part of the report concludes by discussing different methods for vocabulary acquisition. The second part of the report focuses on the Froebel method, emphasizing its child-centric approach and the role of play with sensory materials in enhancing vocabulary acquisition in English. The report provides a detailed analysis of the Froebel approach, its practical implementation, and its effectiveness in fostering language development. The report also discusses various techniques for learning new words and the importance of a stimulating learning environment to support children's vocabulary acquisition.

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

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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

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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

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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.

EARLY CHILDHOOD EDUCATION 4
Source [(Manab & Kamarudin, 2016).]
All the above four stages are experienced by all children but their progression differ
from one level to another based on child’s interaction with the world.
Cultural-Ecological Theory
This theory circulates that cognitive development takes place majorly as the outcome
of daily interaction and activities performed by an individual and their partners. Children
learn from those activities and also develop their vocabulary. Besides this, it helps children in
understanding the things that are expected from them and the way they need to involve with
society. The role play and the observation of a child support them in improving their
cognitive abilities (Manab & Kamarudin, 2016). Along with this, the culture in which the
upbringing of a child takes place perform an essential part in influencing their social activities
in the future.
Evolutionary and Comparative Theories
Evolutionary psychology said to be a study that scrutinizes psychological structure
from the viewpoint of modern evolutionary. EP works on recognizing those traits within
human psychology that are evolved adaptations, for instance, the psychology’s functional
products that offer a foundational, metatheoretical framework that unified all the psychology
field.
On the other side, comparative psychology is considered to be an approach that
contends the possibilities of associating cognitive development in diverse cultures and in
diverse species. It is dependent on the assumptions that the development of human being
takes place in same pattern as do cultures. For instance, the development of children takes
place in the same manner during their lifetime.

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Play Based Approaches
Montessori
The Montessori Educational Approach is introduced to broadcast the significance of
the psychological, physical and social development of Children. The seven major elements of
this this approach are presented in the below image.
Source [(Manab & Kamarudin, 2016).]
The Montessori method is said to be an approach focusing on children depending on
three major components that are environmental, curriculum, and social set up.
Social – This approach circulates the significance of the link between families and
school. The classrooms that make use of Montessori method is comprised of children from
different age groups. This enable children to learn more from their friends by involving in
different activities (Manab & Kamarudin, 2016).

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Environment – Montessori Preschool’s learning environment is matched with the
didactic that are generally used in the activities of learning. The chairs that are equipped in
these schools are according to the size of child and also light weighted. The environment that
has been created allow child to feel at home by doing real life activities like arranging tables
and chairs, cleaning of their space, and switching on tap water for washing their hand.
High Scope
High Scope is early childhood approach was introduced in the year 1960s which is
broadly utilized in the preschool, elementary school, childcare, or kindergarten settings in
America. In the social setting, children get involve in the interaction with people to choose
suitable materials of learning and discuss the ideas with adults like teachers. In this, it
becomes very important for the adults to supervise children’s learning. In the High Scope
classrooms, teachers have understanding of the significance of place and make use of play
items of children for learning. Teachers are the one who bear the part of facilitators and work
on solving the problems of the learners. They also record and observed the day to day actions
of children (Manab & Kamarudin, 2016). The High Scope Classroom, is comprised of
different experiences of learning which support in developing the cognitive development of
children. Some of the key experiences are displayed in the below image.

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Source [(Manab & Kamarudin, 2016).]
In addition to this, “Plan Do Review” is another aspect of the High Scope framework
which refers to those activities in which children get involve in the planning to use materials,
methods, and area for doing activities depending on their earlier review and planning with
their friend in the class.
Methods
Adults, children, and infant speak different words as a separate unit and they always
ask or search for their meanings too. Words are considered to be main unit in developing
knowledge as well as skills. Children will make use of words in order to express their desires
or giving meaning to the objects (Manab & Kamarudin, 2016). For instance, “more” or
“daddy book”; it can have two meanings either asking her father to give her book or asking
father to read the book for her. For the enhancement of the vocabulary development of
children, there are five principles.

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Source [(Manab & Kamarudin, 2016)]
During school days and later during adulthood, in the word meanings there are two
types of increases that takes place. Firstly, the child adds some of the features to their
definitions that are general to the definitions of adult. On the other hand, the child “slow
maps” work definitions beyond the physical and functional properties that are taken as
general aspect of the children definitions as old as five. Secondly, the child proposes all the
definitions together that can be fit in one word. As the age increases, a person improves his or
her definitions or relationship of words, leads to more precise communication (Manab &
Kamarudin, 2016).
Conclusion
From the above analysis, it can be concluded that in order to focus on the
development of children teachers and parents follow different theories, methods, and
approaches. This section of the report has highlighted that psychoanalytic, cognitive, cultural,

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ecological, and evolutional theories contribute in the effective vocabulary development of
children through different play. Along with this, play based approaches are being used in
different school which contribute in the effective cognitive development of children.
Part 2
Introduction
The aim of this part of the report is to select and discuss one method and approach
that are used for learning new words of English. While doing so, this method and approach
must be comprised of active play with sensory material. Afterword’s, depending of the
presented discussion, the report is highlighting how play can improve the vocabulary
acquisition of preschool children of English word.
Approach
Froebel
Friedrich Wilhelm introduced this approach which believes that children have
capabilities as well as needs that are exclusive. The author of the approach introduced the
“kindergarten” concept and along with this he introduced educational toys that are called as
Froebel Gifts. Froebel has always believed in the free flow play and focused on the approach
that is child-centric. As per the views of Froebel, child desire for real experiences. Along with
this, he discussed that a child needs to be active physically (Manab & Kamarudin, 2016).
As per views of Froebel, there is a connection between learning and play. Rhymes and
action songs, natural materials, and outdoor play in the environment are essential for the
learning of children. The idea of Froebel results in the creation of “kindergarten system”
which focused on play, “occupations”, and use of “gifts”.
Froebel supposed that men are productive and creative. He fortified the development
of educational environments that encourage activities by the use of play materials. This

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improves the understanding of children. Therefore, play is considered to be a creative activity
by which the awareness of the children increases about their surroundings and also of the
world. The Kindergarten introduced by Froebel made use of games, crafts, free play, stories,
and songs. All these games focused on inspiring the imagination while evolving motor as
well as physical skills that meets the needs of children for physical activity, exploration of
concepts and ideas, sensory awareness, and creative expression. The educational approach of
Froebel is fundamentally “self-activity,” in which the child gets to explore numerous
activities that are led by his or her own interest (Manab & Kamarudin, 2016). The
contribution of Froebel for inventing toys is called as occupations and gifts and comprised
items like balls and clocks. The author has always believed that the time children play with
these toys like blocks, they will develop better understanding related to the situations of real
life.
Method
Meaning development during childhood is not an automatic process. It is comprised
of long procedure and different exposures related to the word are utilized for several
occasions. There is growth of conceptual knowledge with worldly experience. Vocabulary is
considered to be dynamic in nature. It holds the resources for introducing or learning new
words. Along with this, it showcases clear image, auditory or visual or both, in a form of new
words (Nair, Yusof & Arumugam, 2014). There are some of the techniques or methods
introduced for children for making them learn new words such as presenting or drawing
diagrams on board, photographs, by demonstration or picture, performing an action, using
pictures from books TV, computers, or video, using gestures, and using objects.
One of the methods for learning new English words is using objects. With this method
of learning children can learn about different things like how they look and the reason they
are used. Teachers in the classroom use these objects like books, scissors, band-aid,

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backpack, pencil, school, boy, and girl as sensory materials and by doing role plays, they
explain students how these things look and can be used at different situations (Shaari &
Ahmad, 2016). For example, teacher can get involve in a role play under which she can get
involve with children and make them aware about the scissors work and also ask them to not
use without under the supervision of parents and teachers. In addition to this, explaining
students with objects not just help them in developing understanding related to different
things but also help them in giving importance to different things in their life like books.
Source [(Manab & Kamarudin, 2016)]
Enhance English
Play is considered to be one of the specific and effective vocabulary interventions
components. Play is mostly integrally stimulating, communicating, and expressive for
children, and as per the theory of interdisciplinary science of learning it has been revealed
that learning is increased by socially interactive and meaning full environment of learning in
which children are involved and active (Omar, 2016). Curricula related to skill mostly embed
concentrated on the academic instruction in a play, and many researches have suggested that
these curricula become more effective in comparison to less targeted approaches in indorsing
the pertinent academic skills. The studies conducted specifically on the vocabulary growth,
have identified positive impact of the coupling that is playing and reading. Along with this,