The Biocultural Roots of Play Behaviour and its link with development and learning

Pam Jarvis

The Biocultural Roots of Play Behaviour and its link with development and learning

Research output: Contribution to conference › Paper › peer-review

Abstract

Have practitioners moved on from the idea that children are ‘not doing very much’ when they are running around in an outdoor area? Or is the change that has been engendered by the current Early Years guidelines an indication to practitioners that they are required to remedy this (apparent) ‘issue’?

Are practitioners fully aware that young children’s access to independent free play (preferably in a natural outdoor arena where they can run around freely), in which they collaborate to construct play narratives is critical if they are to learn the extensive range of complex human communication and independent/ collaborative problem solving skills?

When the narratives that children create seem silly or lacking in understanding to adult carers, are they fully aware that the principal value of such interactions are not in the development of children’s intellectual knowledge, but in the social learning that occurs between peers, and the development of self-efficacy?

Original language	English
Pages	1
Publication status	Published - 2009
Event	Training, Advancement and Co-operation in Teaching Young Children Annual Conference - , United Kingdom Duration: 6 Nov 2009 → …

Academic conference

Academic conference	Training, Advancement and Co-operation in Teaching Young Children Annual Conference
Abbreviated title	TACTYC Annual Conference
Country/Territory	United Kingdom
Period	6/11/09 → …

Cite this

@conference{9805c49cf4fb479bb64b1f7204f14e40,

title = "The Biocultural Roots of Play Behaviour and its link with development and learning",

abstract = "Have practitioners moved on from the idea that children are {\textquoteleft}not doing very much{\textquoteright} when they are running around in an outdoor area? Or is the change that has been engendered by the current Early Years guidelines an indication to practitioners that they are required to remedy this (apparent) {\textquoteleft}issue{\textquoteright}? Are practitioners fully aware that young children{\textquoteright}s access to independent free play (preferably in a natural outdoor arena where they can run around freely), in which they collaborate to construct play narratives is critical if they are to learn the extensive range of complex human communication and independent/ collaborative problem solving skills? When the narratives that children create seem silly or lacking in understanding to adult carers, are they fully aware that the principal value of such interactions are not in the development of children{\textquoteright}s intellectual knowledge, but in the social learning that occurs between peers, and the development of self-efficacy? ",

author = "Pam Jarvis",

year = "2009",

language = "English",

pages = "1",

note = "Training, Advancement and Co-operation in Teaching Young Children Annual Conference, TACTYC Annual Conference ; Conference date: 06-11-2009",

}

TY - CONF

T1 - The Biocultural Roots of Play Behaviour and its link with development and learning

AU - Jarvis, Pam

PY - 2009

Y1 - 2009

N2 - Have practitioners moved on from the idea that children are ‘not doing very much’ when they are running around in an outdoor area? Or is the change that has been engendered by the current Early Years guidelines an indication to practitioners that they are required to remedy this (apparent) ‘issue’? Are practitioners fully aware that young children’s access to independent free play (preferably in a natural outdoor arena where they can run around freely), in which they collaborate to construct play narratives is critical if they are to learn the extensive range of complex human communication and independent/ collaborative problem solving skills? When the narratives that children create seem silly or lacking in understanding to adult carers, are they fully aware that the principal value of such interactions are not in the development of children’s intellectual knowledge, but in the social learning that occurs between peers, and the development of self-efficacy?

AB - Have practitioners moved on from the idea that children are ‘not doing very much’ when they are running around in an outdoor area? Or is the change that has been engendered by the current Early Years guidelines an indication to practitioners that they are required to remedy this (apparent) ‘issue’? Are practitioners fully aware that young children’s access to independent free play (preferably in a natural outdoor arena where they can run around freely), in which they collaborate to construct play narratives is critical if they are to learn the extensive range of complex human communication and independent/ collaborative problem solving skills? When the narratives that children create seem silly or lacking in understanding to adult carers, are they fully aware that the principal value of such interactions are not in the development of children’s intellectual knowledge, but in the social learning that occurs between peers, and the development of self-efficacy?

M3 - Paper

SP - 1

T2 - Training, Advancement and Co-operation in Teaching Young Children Annual Conference

Y2 - 6 November 2009

ER -

The Biocultural Roots of Play Behaviour and its link with development and learning

Abstract

Academic conference

Fingerprint

Cite this