Reflecting on play and practice
I confirm that I am currently meeting the requisites for E105 as set out in the pre-registration information for students and have a valid agreement with confirmer form.
For this tma, I have only used materials drawn from the setting identified on my employer permission agreement form. In this tma I have adhered to the E105 ethical guidelines by keeping all children and practitioners anonymous and by asking all parents involved permission to observe their children.
My investigation is all about imaginative play in my setting as a childminder. My key question for my investigation is “How can I develop imagination play everyday in my ...view middle of the document...
Section 1: Analysing your practice
I began my investigation into children's imaginative play by undertaking “observations to identify the principles of the EYFS or to evaluate the effectiveness of a provision in an area of learning “ (E105, Block 3). I observed three children to find answers for my key question. In all the observations I participated in I was “observing from a distance and tries not to take part in the activity at all” (E105, Block 3). My chosen methods in the observations are a tracking map and written accounts. This works best for myself as I haven't lots of time for observations.
During my tracking observation, B spends a lot of her time in the quiet area where books are out. The childminder assistant encourages B to make their own stories up using picture books. Frobel (1852) felt that children were able to learn at their highest level through imagination play. This is seen in all the observations I have done.
In the observation (see appendix 1), child R is playing in the home corner. R is playing with the babies and imitates what his mother does in his home life. This links in to the work of Piaget (1951). Piaget “views play as both symbolic and an intellectual activity for children”(E105, Block 3). Piagets work comes under the approach of constructivism. When R has been playing with the babies, he has “developed a sophisticated knowledge of these themes through repeated watching” of his mother with his brothers while they were babies.(E105, Block 3). When participating in activity 3.4 (Block 3) maps of play, I could see Michael try to find his understanding of Ben's play. This relates to the theory of behaviourism as well.
My practice works under the behaviourism approach. In my setting I provide “the right stimuli and to reinforce them until the learner has made the required associations”(E105, Block 3). While participating in the “Hats on” activity, my tutor group discussed different theories relating to a three questions. In this discussion I was wearing the behaviourist hat. We were discussing Jade and Cameron's development. We all agreed that both Jade and Cameron would be to adopt a bit of each theory as one theory will not work for all children. We had a good discussion debating a lot of theories and approaches (see appendix 3). I think it has changed the way I look at my practice and the activities that I will provide in the future.
After the observations, I have discovered I provide imagination play with the different resources I provide. This was clearly demonstrated in the observations. I have noticed I can't have a home corner out all the time as my setting is my home also. The children all like adult participation in their play. I think it is important in my practice to know what the children want from myself and my assistants. I think my practice is supporting the children in their imaginative play.
Section 2: Your changing values and beliefs
I have already undertaken stage...