EYFS

Exploring Learning through play using the EYFS



CHAPTER 02: LITERATURE REVIEW

Introduction

This research study has incorporated relevant literature on the development and learning through play in the EYFS. The literature has been gathered from the electronic libraries, articles, books, previous researches, etc.

Theoretical Framework

Researchers believe that, children construct their knowledge, as they grow and learn mainly from their environment. In fact, information and knowledge gained at early childhood is important for children, as they are able to use this information at later stage in their life (Nutbrown et al., 2008). No doubt, practitioners recognise the importance of EYFS and its effective use in school as the concept of EYFS provides meaningful learning and brings emotional and cognitive development in children.

Researchers argue that, using techniques of EYFS during the childhood of children makes and, several children learn and explore new things, words and actions (Baldock & Kay, 2009). It is also essential to understand, that if children are not exposed to things during their childhood, it also affects their abilities of exploration and decision, when they become adult. This means, EYFS is a vital tool to educate children, before they start actual schooling at or after the age of five. The Marsh Green Primary School has recognised the value of EYFS and believes that, well-designed curriculum, opportunity to play, practitioner's role and managing diversity are mandatory in order to provide effective early childhood education to children (Samuelsson Carlsson, 2008).

According to Tarwick-Smith (2010, p.4) “Children do not simply acquire more knowledge, social ability, or physical proficiency with age; their thinking and behavior become qualitatively different over time”. Children learn through various ways but play is an essential part of their development. Penn. H (2008, pg 40) comments, theories of child development provides different signposts to give different understandings of child development although there is not a correct answer as development is complex and hard to pin down.

From previous experiences in working in an early years setting play and development is now viewed in a wider perspective and it is interesting to see how they both interrelate with each other this is agreed by Penn. H (2005) as she stated "All development is assumed to be holistic in the sense that physical, cognitive, emotional and social development are all interrelated and interact with one another.”

From time to time children's play have been written about since early philosophers. Major developmental theorists like Piaget, Vygotksy, Bruner and Erikson along with therapists, early interventionists, social workers or socio cultural researchers have focused on child play in the last four decades. However it has now been in interest of recent researchers to understand what children do when they are playing rather than attempts to describe it. (playengland.org, 2007 pg xi)

Philosophers and psychologists since the middle of the nineteenth century have realised that 'play' has an important role in young children. However what is the real definition of play? There has been little success to define the word 'play' as this word can have various meaning in ...