I need to compare these attached pdf articles and write an essay. Need to include citations and references of these articles in my essay. Essay has to be 2500 words.
Vo l u m e 3 6 N u m b e r 1 M a r c h 2 011 51 Play-basedlearningandtheearly childhoodcurriculum Play-based learning in the early childhood curriculum has historically been associated with the notion of child- centred pedagogy. While the idea of child-centredness might seem self-explanatory, a comprehensive investigation into how the term is used in the field by Chung and Walsh (2000) discovered that up to 40 different interpretations of the concept were found in texts associated with early learning. These interpretations included reference to learning based on children’s interests; children’s participation in the decisions related to their learning; and an emphasis on the individual development of children in relation to particular developmental stages (Chung & Walsh, 2000, p. 216). Chung and Walsh articulated these interpretations to the philosophical works of Froebel and Dewey and to the discourse of developmentalism. Historically, these theoretical and philosophical informants have suggested an emphasis on play-based learning that has seen curriculum informed by the idea that the child and the child’s experiences should be central to all learning (p. 229). In recent years, the suggestion that the early childhood curriculum should be informed primarily by child-centred notions of play has been under increased discussion from a range of theoretical perspectives, including the cultural-historical, feminist, post-structuralist and post- modern movements (Wood, 2010; Yelland & Kilderry, 2005). Collectively, these discussions are increasingly referenced by the term ‘post-developmental’ (Blaise, 2009), and have raised questions regarding the social, cultural, gendered and economic assumptions associated with the role of child-centred play in early childhood curriculum (Langford, 2010). An important aspect of the post-development conversation has been consideration of the extent to which children are supported in the acquisition of content knowledge through child-centred play (Hedges & Cullen, 2005; Tzuo, 2007), particularly where play-based learning involves a predominance of open-ended and freely chosen play activities: The established child-centred ideology reinforced the focuson activities rather thanoutcomes, and less attention was paid to specifying desirable knowledge,skills,understanding,dispositions,and outcomes, within a clearly articulated curriculum framework. The notion that curriculum content arisesthroughneedsandinterestswasoneofthe key weaknesses of the developmental approach (Darling,1994;citedintext).Forexample,showing aninterestinarangeoftopicsoractivitiesisnotthe sameasmakingmeaningfulconnections inwhich learners acquire, test, refine and reflect on their knowledgeandskills(Wood, 2007, p. 123). Environmentalising early childhood education curriculum through pedagogies of play SusanEdwards AmyCutter-Mackenzie Monash University INRECENTyEARSTHECoNCEPTofchild-centredplayasaninformanttotheearly childhoodcurriculumhasbeencritiquedasaninsufficientpedagogicalapproachfor supportingchildren’sknowledgedevelopment.Runninginparallelwiththesecriticisms hasbeentheemergingimportanceofenvironmentaleducationinearlychildhood curriculum.Akeyaspectofearlychildhoodenvironmentaleducationinvolveschildren experiencingandacquiringvariousenvironmentalconcepts.Thispaperreportsthe findingsfromaprojectaimedatexaminingplay-basedlearningandthewaydifferent typesofplaycanbeusedasapedagogicalbasisforsupportingchildren’slearningin earlychildhoodenvironmentaleducation.Theargumentsaboutplay-basedlearningand theroleofenvironmentaleducationinearlychildhoodcurriculumareframedinrelation tothenewlyreleasedAustralianEarly Years Learning Framework. A u s t r a l a s i a n J o u r n a l o f E a r l y C h i l d h o o d52 The research emerging from a reconsideration of child-centred play in the early childhood curriculum is contributing to a depth of knowledge regarding the importance of teacher interactions during children’s play (Fleer, 2010; Siraj-Blatchford, Taggart, Sylva, Sammons & Melhusih, 2008; Ryan & Goffin, 2008); the relationship between children’s cultural experiences and their funds of knowledge as a precursor to play-based learning (Brooker, 2005; Hedges, 2008); and the role of teacher planning for learning in play-based activities (Edwards, Cutter-Mackenzie & Hunt, 2010; Gibbons, 2007). Collectively, increased research and theorisation in the field is beginning to suggest that 1) play-based learning needs to draw on and recognise children’s existing cultural competencies; 2) acknowledge and actively include the role of the adult educator in connecting children’s play activities to particular conceptual and content-based ideas; and 3) promote the importance of teacher planning for learning in relation to children’s play and the acquisition of content knowledge. Contemporary research regarding the role of play in the early childhood curriculum therefore represents a shift from the primary developmental child-centred orientation to a focus on the nature of the dynamic relationship between children (learners), teachers and content (Ball & Forzani, 2007; Grieshaber, 2008) within a play-based framework that moves beyond child-centred versus teacher-directed dichotomies (Broadhead, Wood & Howard, 2010). Earlychildhoodenvironmentaleducation The importance of the early years has been acknowledged and recognised in environmental education for some time (Carson, 1965). While emerging discussion in the area has suggested that Australian early childhood environmental education may be viewed as ‘marginal’ (Davis & Elliot, 2003), an historical, philosophical connection to nature-based learning in the early years can be derived from the early philosophical works of Frobel. Interestingly, it is these works that are also connected to notions of the naturally unfolding capacities of the child which support arguments regarding the role of child-centeredness and open-ended play in early childhood education. In recent years, increased development around school- based environmental education, policies and curricula has generated increased interest in the role of environmental education in early childhood education. Despite this increased interest, there has been very little research concerning early childhood education and environmental education. For example, Davis (2009) reported that during the period 1996–2007 less than 5% of published papers in Australian and international early childhood research journals involved studies concerned with environmental education and early childhood education. Davis (2005; 2009) and Elliott and Davis (2007; 2009) have also argued that there are very few early childhood centres and/or kindergartens in Australia (and internationally) that are demonstrating exemplary environmental education practice. Despite such claims, it is also reasonable to argue from what discussion is available that the practice of environmental education in early childhood currently requires more investigation. For many years, teachers, parents, researchers and policy-makers have asked pertinent questions about the influence of early childhood environmental education experiences on children’s dispositions, knowledge and behaviours later in life (Chawla & Cushing, 2007; Palmer, 1993; Palmer, Suggate, Robottom & Hart, 1999). Palmer and colleagues (1993; 1999) and Chawla and Cushing (2007) have both independently researched this question with adult environmental educators, and have shown a convincing relationship between childhood experiences in nature and the formation of pro-environment beliefs and lifestyles later in life. However, these studies are difficult to relate to children’s contemporary experiences, given the pace of the last two decades where children are living in textual, visual, virtual and highly digitised worlds (Zevenbergen, 2007). As such, there is urgent need for research about the practice of early childhood environmental education and the way in which this is conducted in educational contexts with an emphasis on child-centeredness and the use of play-based learning over the acquisition of content knowledge (Cutter- Mackenzie & Edwards, 2006). Play-basedlearning,earlychildhood environmentaleducationandthe AustralianEarlyyearslearningFramework Postdevelopmental research into play-based learning and the role of environmental education in early childhood curriculum have largely evolved independently of each other during the last 10 to 15 years. However, it is interesting to note that these two important aspects of contemporary early childhood curriculum were both recently represented as key elements of Australia’s newly released national Early Years Learning Framework (EYLF) (Department of Education, Employment and Workplace Relations (DEEWR), 2009). The EYLF outlines the principles, practices and outcomes considered necessary for supporting young children’s (birth to five years) development and learning in early childhood prior-to- school settings across Australia and is a key component of the Australian Government’s National Quality Framework (DEEWR, 2010). In this document ‘play’ is presented as a pedagogical practice that connects with children’s learning, while environmental education is related to children’s learning spaces, and is also listed as a subcategory of Learning Outcome Two (Children Vo l u m e 3 6 N u m b e r 1 M a r c h 2 011 53 are connected with and contribute to their world). The definition of play provided in the EYLF includes historical and contemporary arguments about the role of play in children’s learning. Initially drawing on a more traditional child-centred view, play is defined as providing ‘opportunities for children to learn as they discover, create, improvise and imagine’ (DEEWR, 2009, p. 5). This definition is followed by an expanded description which acknowledges some of the more contemporary research suggesting the need for active involvement on part of the educator to support children’s learning: Early childhood educators take on many roles in play with children and use a range of strategies to support learning.They engage in sustained shared conversations with children to extend their thinking (Siraj-Blatchford & Sylva, 2004; cited in text).They provideabalancebetweenchildled,childinitiatedand educatorsupportedlearning(DEEWR, 2009, p. 5). Interestingly, this definition of play is followed by an explanation of the concept ‘intentional teaching’ which is defined as teaching that is ‘deliberate, purposeful and thoughtful’ (DEEWR, 2009, p. 5.). The notion of intentional teaching challenges the child-centred perspective on play in which children are encouraged to create their own learning and understandings through open-ended and largely self-directed play by focusing also on the role of the teacher in play-based learning. Several pedagogical strategies related to intentional teaching are suggested, including modelling and demonstrating, open questioning, speculating, explaining and engaging in shared thinking and problem solving. The importance of planning for intentional teaching and knowledge building to foster learning is also acknowledged. Environmental education is referenced in two places in the document. First in relation to ‘Learning Environments’ as an aspect of practice, and secondly as a subcategory of Learning Outcome Two: ‘Children are connected with and contribute to their world’. As an aspect of practice, the outdoors is emphasised as a uniquely Australian learning environment for young children that provides a platform for ongoing environmental education: Outdoor learningspacesareafeatureofAustralian learning environments. They offer a vast array of possibilitiesnotavailableindoors.Playspacesnatural environments includeplants,trees,ediblegardens, sand, rocks, mud, water and other elements from nature.Thesespacesinviteopen-endedinteractions, spontaneity, risk-taking, exploration, discovery and connectionwithnature.Theyfosteranappreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmentaleducation(DEEWR, 2009, p. 16). Learning Outcome Two ‘Children are connected with and contribute to their world’ contains reference to a specific subcategory regarding environmental education; namely ‘children become socially responsible and show respect for the environment’. Several indicators for this outcome are listed, suggesting children evidence such responsibility and respect when they: ■ use play to investigate, project and explore new ideas