The article addresses the teachers’ perception regarding using a play-based approach in language and literacy development for preschool children. Through play, children can enjoy every single bit of their lives (Puteh, & Ali, 2013). Children are believed to learn naturally through playing at their early stage of growth and development. They can learn about their surroundings, create self-internal confidence and build their identity (Puteh, & Ali, 2013). As a natural instinct, play in children helps them to keep active and happy throughout and results in healthy development. It is very important for children to stay happy, have good mental health, and learn new skills (Puteh, & Ali, 2013). Through the development of challenges, while playing, children engage in risky games that set them and prepare them for their limits. This skill helps children to understand their capability limits and apply the knowledge in the future when they grow up.
Play at tender age builds a strong foundation on the child’s perception of the world they are living in. According to the article, every child deserves an environment that helps them learn and grow, and the play approach helps them shape and build their thinking. Various research has supported the emergence of early childhood education through play, as reflected in the National Association for the Education of Young Children (NAEYC) (Puteh, & Ali, 2013). Development-appropriate Practices have set standards for early childhood curriculum to be accessible and achievable for small children. Through this, these children are able to build their cognitive skills via concrete experiences they get from play.
Children who learn through play-based school program perform extremely well than the children who are enrolled in child-teacher learning session. From the report done in the USA, children that were given the freedom to play and become creative were seen doing well. According to the study, teacher-directed, didactic early childhood programs are less beneficial than those in which teachers help children begin and participate in their learning activities (Puteh, & Ali, 2013). The measurements included self-reports, progression in intellectual and academic achievement, numerous facets of moral etiquette and attitudes, mental health, employment, and financial matters.
Teachers perceive early childhood play differently in practice. How they understand and interpret early childhood play in education greatly influences the child’s learning experience. It is required that teachers should have a better understanding of the importance of play in the learning experience among small children (Puteh, & Ali, 2013). The primary goal of this study is to investigate instructors’ attitudes on applying a preschoolers’ language and literacy development through play-based approach. Language development involves learning language structures and conventions, as well as social norms and practices for expressing and understanding ideas, feelings, and thoughts. At the same time, literacy is the capacity to use language in several ways for speaking, listening, reading, writing, representing, and thinking about ideas (Puteh, & Ali, 2013). Early reading and language skills are developed through social interactions. An infant learns to acquire linguistic abilities via interaction with peers and adults.
The methodology used in gathering data on early childhood play in learning was done through questionnaires where sixty teachers from four different agencies were used as respondents. In an effort to learn more about the perspective of a teacher on utilizing the play-based approach to help preschool children develop their language and literacy abilities, interviews with a few instructors were done (Puteh, & Ali, 2013). In general, the play-based approach was seen favorably by all teachers. Teachers all agreed that children like playing, are never bored when playing, and eagerly anticipate playing. Children, however, opted for some game or physical exercise as their form of play (Puteh, & Ali, 2013). Teachers encouraged the children to play without instructing them to follow any specific learning objective.
Reference
Puteh, S. N., & Ali, A. (2013). Preschool Teachers’ Perceptions Towards the Use of Play-Based Approach in Language and Literacy Development for Preschool. Malaysian Journal of Learning and Instruction, 10, 79-98. Web.