TITLE:

Materials
and
Equipment
– Educator’s
Role in
Fostering
Outdoor
FACULTY OF EDUCATION AND HUMANITIES play.
TABLE OF CONTENT Pages

1.0 Introduction 2

2.0 Theorist and Curriculum Approach 2

2.1 Chosen theorist and curriculum approach 2-4

3.0 Lesson Plan

3.1 Plant the Seed 5-7
3.2 Outdoor Movie 8-10
3.3 Mini Scavenger Hunt 11-13
3.4 Nature Walk 14-16
3.5 Little Sprout Learning 17-19

4.0 Discussion 20

5.0 Conclusion 22

6.0 References 23-24

1
1.0 Introduction

From early childhood education to higher education, educational organizations have been
under huge pressure to reform due to globalization. These days, cognitive researchers are
working with teachers, testing, and refining their theories in real classrooms where they are
able to see how different settings and classroom interactions influence applications of their
theories (Council, 2000). The strategies, such as results-oriented teaching and learning, as
well as learning based on prescribed standards, especially in numeracy, literacy, and science,
have been increasingly used, despite objections and resistance to them (Hargreaves, Earl,
Moore, & Manning, 2001; Hargreaves & Shirley, 2011; Ramberg, 2014 as seen in Fass, Wu,
& Geiger, 2017) and most of these approaches are similar in principle.

The nature of the reform has been studied, mostly in the area of early childhood education.
The argument in many countries has focused on the question of what children should do in
preschool (Rossbach, 2008; Faas, 2016 as seen in Fass, Wu, & Geiger, 2017) or on the
question of what applicable goals for children’s day-care centers are (Dahlberg, Moss, &
Pence, 1999).

2.0 Theorist and Curriculum Approach

Play theorist can be sum to classic theorist and twentieth century theorist of play. The classic
theorist argue that play not only illustrates individuals’ connections to their animal heritage
but also connotes their distinctive abilities as a species (Henricks, 2014). According to the
classic theorist, play ties us to basic platform for acting-in-the-world and at the same time that
it frees us from the grip of instinct and constructs new possibilities of living.

Modern theorist, identify more clearly the psychological and physiological processes
essential to play. Example, Freud (1967) stated that play was a way of expressing feelings
and that children used play to regulate their central nervous system. Freud’s student and
revisionist, Erik Erikson (1963), stated that play is a vehicle for personal development
(Henricks, 2014).

2.1 Chosen theorist and curriculum approach.

Playing and learning are regarded as united in terms of children’s conflict with their
lifeworld, which leads to elementary knowledge (Ingrid Pramling Samuelsson, 2006).
Learning at play, freedom in a child’s own preferences, self-determination, and social
learning must continue to be the central aspects of early learning. With this in mind, Theorist

2
like Jean Piaget, Lev Vygotsky, Maria Montessori, and Howard Gardner are preferable when
designing curriculum that emphasized in play.

Early childhood learning environment should provide playing ground that make them free to
move, to explore, and to be creative, including applying certain manipulation to make
children exposed to new behaviour from the activity. Omotuyole (2014) study discovers that
the environment should provide sustenance for the children’s language and overall
development and that the subject matter and their learning methods should be different from
those of the adults (Afoma R. Okudo, 2014). In that sense, using constructivism and Garner
combination of learning model that emphasizes on children multiple intelligences is adopted
as it suitable in teaching and learning based on individuality and difference ability of
children. The learning model also show how the cognitive support of a child and the early
development of skills in certain areas of content can be combined with the idea of free play
and scaffolding by teacher.

Before preparing activities for the children, it is crucial to take into consideration the children
interest. It is correlate to the interpretation of child-centredness included reference to learning
based on children’s interests; children’s participation in the decisions related to their learning;
and a stress on the individual development of children in relation to certain developmental
stages (Chung & Walsh, 2000, p. 216 as seen in Susan Edwards, 2011). Example of question
for the children.

Plan Action Reflection

 What would you like
to do?
 What do you need?
 What else could you
use?
 What will you need
to do?
 Can you tell me
about your ideas?
 Can you tell me  Can you tell me
about what you are about what you did?
doing?  What was your
 Have you got what favourite part?
you need?  What did you learn?
 What else could you  How did you do
try? that?
 Is it working how  What would you do
you want it to be? next time?
 What are you going
to do next?

3
Example of Planning Sheet

Date Children name

Plan- What would the children like to do? Draw a picture of what you would
like to play with.

Action- What did the children do? Draw a picture of what you did.

Reflection- What did the children learn? Adults/ Child’s Comment. Colour
the face that shows how you fell about this activity.

Figure 1

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3.0 Lesson Plan
Lesson Plan 1 Plant the Seed

Activity
Theme: Nature Plant the seed games
Title:

Outdoor activity suitable for a group of

Date: Organisation 10-15 children. (5-6 years old)
Timing: 45-60 minutes :
1 Teacher and 1 TA

Learning Intention: Compares two groups of objects, saying when they have the same number.
Simple addition.

Key Questions: Key Vocabulary:

How many seeds are on the dice? Flowers, plant, how many, count, add, altogether,
equals, makes, roll, dice, different, bigger, smaller,
Can you put … seed/s into the pot?
more, less, fewer.
How many seeds are there altogether?
Can you write the number …?
Are the numbers the same or different?
What do these symbols mean (+ and =)?
Which pot has the most/least seeds?

Resources: 2 plant pots or eggs shell with soil in, seeds, ice cream stick, clipboards, paper, pencils,
large dice.

Adult Role(s):

1. Explain to the children that you are going to plant some seeds in the pots, and everyone can have a go at
rolling the dice to see how many seeds to plant.
2. Choose a child to roll the dice first and then count the spots. Let them count the correct number of seeds to
plant in one of the pots.

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 3. Choose another child to roll, support them to put their seeds in the other pot.
4. Ask the children if the number is the same, or different.
5. Support the children to explain what the difference between the two groups is.
6. As a group, count how many seeds there are altogether, supporting the children to touch and count the
seeds as they go.
7. Depending on the ability of the children, using paper and pencils on clipboards or small whiteboards with
pens, ask them to record the total number.
8. You could also use add and equals symbols to create the number sentence as a group and then ask the
children to record it individually.
9. Encourage the children to water the seed daily and make seed journal observation.

Differentiation/Opportunities for Challenge:

 Encourage children to point to each seed, counting slowly and carefully to ensure accuracy. Count with
the children, encouraging them to sequence the numbers correctly and ensure 1:1 correspondence.

 Challenge children to use 2 dice and add the numbers together, then put the total number of seeds into the
pots.

Ideas for Extension into Continuous Provision:

 Provide the game resources for the children to use in their own independent play. Change the seed to
miniature flower if the children interested to take the games indoor (classroom).

 Also provide dice, small counters, objects or pictures and pens and paper, then encourage children to
practise counting and mark making.

Opportunities for Observation and Assessment:

Emotional Development: Making Relationships

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Explains own knowledge and understanding and asks appropriate questions of others.

Emotional Development: Self-Confidence and Self-Awareness and Managing Feelings and Behaviour

Can select and use activities and resources with help.

Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.

Culture and Language: Listening and Attention

Maintains attention, concentrates, and sits quietly during appropriate activity.

Culture and Language: Speaking and vocabulary

Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall, and relive
past experiences.
Explaining the meaning of vocabulary involve in the activity. Beginning to use the vocabulary involved in adding
and subtracting

Numeracy

Previous knowledge
Recites some number names in sequence.
Counts objects to 10 and beginning to count beyond 10.
Recites numbers in order to 10. (Up to 20)
New knowledge
Begins to make comparisons between quantities.
Uses some language of quantities, such as ‘more’ and ‘a lot’.
Compares two groups of objects, saying when they have the same number.
Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
Finds the total number of items in two groups by counting all of them.

Activity Adaption/Modification: Activity can be done as ‘Stay at Home’ activity. Parent will be supply with the
seed and soil in a packet. Instruction on how to conduct the activity with sibling at home also provided. Activity
recorded by parents and submitted to the teacher. Assessment is on the process and not by the end result of the
activity.
Activity can be expanding as a science activity- Children will learn about germination, part of plant and factor that
effect the germination of seeds.

Next Steps:

Beginning to count beyond 20.

Addition with total more than 10.

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Observation of the germination.

Lesson Plan 2 Outdoor Movie

Activity Morning Movie

Theme: Nature
Title: Adventure

Organisation: Outdoor activity

Date: suitable for a group of 10-15
children. (41/2-6 years old)
Timing: 60-90minutes
Teacher: 1 Teacher and 1 TA

Learning Intention: Learning about social skill (cooperation, saying thank you, taking turn,
friendship)
.
Language- new vocabulary and early reading.
Science- Life of Ant

Key Questions: Key Vocabulary:

How do you feel about watching movie outdoor? Film, projector, take turn, quite please! insect, bugs,
ant, queen, nest, eggs, soldier, warriors, colonies,
Can you choose your own partner?
sugar, underground, above ground, leaf, caterpillar,
How do you want to arrange the box and decorate or grasshopper
design them?
What do you do when the movie start?
Can you tell what do you like about the movie?
Which part of the movie, that you will change?
What can we learn from the movie?

Resources: Projector, thick white cloth as screen. Cloth hanging rack,

large boxes that can fit 2 children, pillows, outdoor mat, decorative item,
and Movie title “A Bugs’ Life”

Adult Role(s):

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 1. Explain to the children that they are going to watch movie outdoor.
2. Set up the projector and choose the shaded area for the activity.
3. Work with the children to set up the box for the children to sit while watching the movie. Let them design
and arrange the box to their like.
4. Ask the children to choose their partner in the box.
5. Support the children to explain some of the new vocabulary the hear during the show.
6. Talk about etiquette when watching movie together.
7. After the movie end, talk about the movie with children.
8. Depending on the ability of the children, using paper and pencils on clipboards or small whiteboards with
pens, ask them draw what they like about the movie, or the children can do a short play about the movie.

Differentiation/Opportunities for Challenge:

 Encourage children to decorate and design the box that they will use as a seat.

 Challenge children understanding on the new vocabulary from the movie.

Ideas for Extension into Continuous Provision:

 Provide the art and craft for the children to work with their own or in group, if the children interested to
take the extension of the activity indoor (classroom).

 Extent to a project, where the children can build their own ant colony in jar.

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Opportunities for Observation and Assessment:

Emotional Development

Explains own knowledge and understanding and asks appropriate questions of others.

Emotional Development: Self-Confidence, Self-Awareness and Managing Feelings and Behaviour

Can select and use activities and resources with help.

Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.

Language and culture: New Vocabulary

Children able to use correct vocabulary.

Language and cultural: Listening and Attention

Maintains attention, concentrates, and sits quietly during appropriate activity.

Language and cultural: Speaking

Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall, and relive
past experiences.

Cognitive Development (Science)

Compare between insect and bugs.

Learning about ants.
Insect life cycle.
What ants eat to survive.
Learn about ant body part.

Activity Adaption/modification:

Activity also can be a “Stay at Home” activity that the children can do with their family. Parents will be given the
link to the movie. Parent will discuss with the child about their feeling and what they can learn from the movie.
Activity can be modified to dramatic play produce by the children.

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Next Steps:

Learning will continue with life cycle of butterfly.

Lesson Plan 3 Mini Scavenger Hunt

Mini Scavenger
Theme: Nature Activity Title:
Hunt

Outdoor activity
suitable for a group
Date:
of 10-15 children.
Timing: 45-60 Organisation: (Age 41/2-6years)
minutes
1 Teacher and 1
Assistant teacher

Learning Intention: Beginning phonic sound middle sound and

end sound. Matching sound with alphabet. .
Early reading

Key Vocabulary:
Key Questions:
Treasure hunt, hide, find,

How many letters in these words? Above, below, left, right, behind, straight
ahead, turn.
Can you hear the … sound?
Hat, car, bag, log, dog, cat, bug, ant,
How many sounds can you hear from the words?
box’ mat, net, web, pen, egg, rat, bee
Can you write the …?
Twig, leaf, ball, rock, king, milk, frog,
Which words have more sounds? socks, drum, tent, sand, nest, grass, bell,
flag, tree
Can you hear the middle sound when I say….?

Resources: Miniature object that have 3 letter word, and 4 letter words.

11
3 basket, movable alphabet, word spelling card and picture direction map.

Adult Role(s):
1. Teacher will hide the fifteen-miniature object around the school.

2. Explain to the children that they are going to play treasure hunt, and they will be divided into 3 group.
3. Choose 2 children who can recognize phonic sound rom each group. 1 will be a leader of the group. The other
child will assist the younger one who have not recognized phonic sound.
4. Each group will be given picture direction map and word spelling card of the object. The leader will sound the
beginning letter of the object and show the movable alphabet to his group member and ask the other group
member to find the object.
5. Children will use the picture map and learn prepositions vocabulary such as behind, turn left, turn right or
above.
6. Support the children if they are having difficulty with the map.
7. Depending on the ability of the children, using paper and pencils on clipboards or small whiteboards with
pens, making art and craft or doing a verbal presentation, ask them to record their finding.
8. The group that finds 5 object the fastest will win the games.

Differentiation/Opportunities for Challenge:

 Challenge children to recognize middle sound and end sound for each object.

 Encourage children to blend the phonic sound to make a word.

Ideas for Extension into Continuous Provision:

 Worksheet also provided for the children to do depend on their abilities. For younger children, they can
work with creating the alphabet with playdough or early writing with sand in the tray. (Extension in the
classroom)

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Opportunities for Observation and Assessment:

Emotional Development

Explains own knowledge and understanding and asks appropriate questions of others.

Emotional Development: Self-Confidence and Self-Awareness and Managing Feelings and Behaviour

Can select and use activities and resources with help.

Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.

Culture and Language: Listening and Attention

Maintains attention, concentrates.

Speaking and vocabulary

Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall, and relive
past experiences.
Recognize and sound the beginning letter of vocabulary involve in the activity.
Matching the sound and the alphabet involved in the activity.
Use the language behind, left or right to show proposition.

Numeracy

Counts objects. Recites numbers in order to 10. Begins to make comparisons between quantities.
Uses some language of quantities, such as ‘more’ and ‘a lot’.

Activity Adaption/modification:
Activity can be expanding as numeracy activity- Children will learn quality of number beyond 10 up to 20.
Activity can be done as ‘Stay at Home’ activity. Parent will be providing with instruction on how to conduct the
activity with sibling. Activity recorded by parents and shared with the teacher. Parents can use very item in the
house such as bathroom object, kitchen object, farm animal miniature or dinosaur miniature.

Next Steps:

Blending sound to make word. Introduction to sight word (depending on the child abilities).

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Lesson Plan 4 Nature Walk

Activity Title:
Theme: Nature
Beach Fun

Outdoor activity suitable

for a group of 10-15
Date: children. (5-6 years old)
Organisation:
Timing: 8. 00 am to 11.30 am 1 Teacher and 1 Assistant
teacher, 4 Parent
volunteers

Learning Intention: Learning about senses, love for nature and care for
environment.
Physical activity.

Key Questions:
How do you feel about watching movie outdoor?
Key Vocabulary: senses, smell, see, listen,
Do you know the do and don’t during the trip? taste, and hear.
How do you want to arrange the box and decorate or design them? Beach, sand, rock, sea water, shell, carb,
What should you prepare for the trip? sandcastle, sun, wave,

Can you tell what do you like about the beach trip? Big, little, soft, hard, salty, sweet, hot, cold,
loud
Which part of the trip, that you will change?
What can we learn from the trip?

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Resources: Picnic mats, small plastic bottles and plates,
rubbish bag, Foods, drinks and cutlery, sunscreen, First aid
kits

Adult Role(s):
1. Explain to the children that they are going to beach.
2. Safety precaution:
Explain to parent volunteer on their task.
Prepare foods, drink, materials, sunscreen and first aids box.
Explain to the children the do and do not for the trip.
At the beach:
3. Work with the children to set up the place for the activity. Let them design and arrange to their like.
4. Inform and explain activity 1 “With my Senses”. Ask children to collect the any object they can find at the
beach. Tell them to classify the object into rough and soft. Let the children taste the sea water and the drink
prepare by the teacher. Let them classify the taste. Do a loud and quite activity with the children. Play find
and counting my shell. Ask the children to find shell and the one with most shell win. Allocate10 minutes
for the children to find the shell.
5. Support the children to explain some of the new vocabulary in the activities.
6. The children advised to record their finding in their journal. Support the children with writing or drawing.
7. Children can build their own sandcastle (with or without water) and record their finding.
8. End of trip, do “Keep my Beach Clean” activity together with the children.
9. Talk about the trip with children.

Differentiation/Opportunities for Challenge:

 Challenge the children to sit quietly for them to explore the sense of quiet.

 Challenge the children understanding in taking care of the environment after trip end.

Ideas for Extension into Continuous Provision:

 Children can collect nature object and bring them back to school to use for art and craft.

 Depending on the children ability, they can either write a journal, draw a journal on their trip, do a dramatic
play about the trip or doing a show and tell.

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Opportunities for Observation and Assessment:

Emotional Development: Making Relationships

Explains own knowledge and understanding and asks appropriate questions of others.

Emotional Development: Self-Confidence and Self-Awareness and Managing Feelings and Behaviour

Can select and use activities and resources with help.

Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.

Culture and Language: Listening and Attention

Maintains attention, concentrates.

Culture and Language: Speaking and vocabulary

Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall, and relive past
experiences.
Explaining the meaning of vocabulary involve in the activity.

Science

Able to do simple classification base on their senses.

Using the correct scientific method to make observation and recording result

Numeracy

Counting and comparison

Activity Adaption/modification:
Activity can be a classroom activity where teacher will set up the class to beach setting. Story telling and show and
tell activities can be adopted.

16
 Activity can be done as ‘Stay at Home’ activity. Parent will be taking the children out for a walk in the park.
Activity recorded by parents and submitted to the teacher. Parents can talk about nature and type of senses the
children use to enjoy the walk.

Next Steps:

Nature walks in the farm.

Lesson Plan 5 Little Sprout Learning (Continuation from Lesson Plan 1)

Topic Theme: Nature Activity Title: Little sprout

Outdoor activity
suitable for a
group of 10-15
Date:
Organisation: children. (5-6
Timing: 45-60 minutes years old)
1 Teacher and 1
Assistant teacher

Learning Intention: Explaining germination process.

Counting and making comparison.

Key Questions: Key Vocabulary:

How many seeds germinate? alive, germination, root, sprout,

embryo, leaves, sunlight, water,
Can you measure the plant?
long, short, more, less
How do you measure?
Can you write the number …?
Are the numbers the same or different?
Which pot have the longest/ shortest plant?

17
Resources: 2 plant pots or eggs shell with growing seeds from
lesson 1, ruler, paper or small wite board for recording result,
Video on plant germination. https://www.youtube.com/watch?
v=TE6xptjgNR0

Adult Role(s):

1. Explain to the children that you are going to make observation on the seeds that they grow.
2. Choose a child to measure the length of the plant. (Each of the children will take turn measuring the
plant)
3. Support them if they need help with measuring the plant using the ruler.
4. Ask the children what the difference is they observe.
5. As a group, count how many seeds that grow into plant. Depending on the ability of the children,
using paper and pencils on clipboards or small whiteboards with pens, ask them to record the total
number.
6. Support the children to explain what the difference the plant and explain to the children what
germination is.
7. Take 1 plant from the pot, clean them, and show the children the different part of the plant. Depending
on the ability of the children, using paper and pencils on clipboards or small whiteboards with pens,
ask them to draw the plant.

Differentiation/Opportunities for Challenge:

 Encourage children to point to each point and, counting slowly and carefully to ensure accuracy. Count
with the children, encouraging use the ruler to measure the plant.

 Challenge children to point out the differences between the growing plant.

 Challenge the children understanding on plant life cycle.

Ideas for Extension into Continuous Provision:

 Activity continues inside the classroom where teacher will share the germination video to the children.

18
 https://www.youtube.com/watch?v=TE6xptjgNR0

 Depending on the ability of the children, worksheet with part of plant is prepare for the children to do.
They can try to write themselves or copy from the whiteboard. Younger children can do cut and matching
for part of the plant. The children also can-do show and tell presentation or dramatic play.

Opportunities for Observation and Assessment:

Emotional Development: Making Relationships

Explains own knowledge and understanding and asks appropriate questions of others.

Emotional Development: Self-Confidence and Self-Awareness and Managing Feelings and Behaviour

Can select and use activities and resources with help.

Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.

Culture and Language: Listening and Attention

Maintains attention, concentrates, and sits quietly during appropriate activity.

Culture and Language: Speaking and vocabulary

Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall, and relive
past experiences.
Explaining the meaning of vocabulary involve in the activity. Beginning to use the vocabulary involved in the
activity.

Science

Learning about germination.

What seeds need to germinate.
Learn about part of plant.
Learn what plant need to grow.

Numeracy

Making comparisons between quantities.

Uses some language of quantities (more, less, long, short).

Activity Adaption/Modification:
Activity can be expanding as a “At Home Art project”- Children will make an art using any material to show their
understanding on germination and what plant need to grow. Older children can experiment with different seeds

19
example chili, coriander, or sunflower seeds.

Next Steps:

Type of plant.

4.0 Discussion on how modification of an activity or materials in order to meet the

diverse needs of a child.

The outdoor classrooms can be integrated and used as children’ s learning places to exercise
their various potential and be part of a children development and learning program. Outdoor
activity effectively integrates children’s senses with various potential. It includes physical,
social capability, cultural knowledge, emotional, and intellectual development (Rita
Mariyana, 2017). It is beneficial and effective in helping the development of children’s
multiple intelligences. A learning environment can develop various developmental stages of
children optimally if it is designed carefully and properly. An enabling outdoor environment
is also one that encourages curiosity, inquiry, and exploration, having a number of sensual
experiences for children to encourage them to use all their senses, where safe (Johnston 2005,
in Beckley 2012).

Children have personal admiration, impulsiveness, curiosity, flexibility, and strength. With an
appropriate approach, they are also able to step up towards every given stimulus and the
development of their intelligence. By being an observant, one of teacher’s roles is to be able
to adjust the activities to the ability level and diverse needs of a child, selecting activities that
just about everyone can do and giving those who cannot do them, a modified version of the
activities. Example of modification on lesson 4, the Nature Walk activity based on the diverse
ability of the children. Figure 2. The modification seen as tool that promotes physical, social,
language and cognitive development of the children.

20
In applying constructivism, the most important factor is to understand that children actively
built their knowledge by experiencing their environments, working with objects, testing
assumption, and by doing conclusions. Sjoberg 2007 mentioned that the core ideas of the
constructivist approach to learning as knowledge is actively constructed by the learner, not
passively received from the outside (Sithara YJN Fernando, 2017). The teacher scaffolding
the learning process by develop activities that have a meaning, are purposeful, and are based
on children’s interests. The teacher must provide a multitude of resources from which
learners can construct their understanding through the lecture, question and answer,
discussion, brainstorming, role play, storytelling, or educational visits. Text, pictures, sounds,
manipulatives, community members, web resources, and more can be the material use in the
learning process (Vishal Dagar, 2016, Sithara YJN Fernando, 2017) and cater to the diversity
of children ability.

Applying constructivism in early childhood learning promotes a sense of personal agency and
accountability as children have ownership of their learning and assessment.

21
 Children with linguistic
intelligence will use book
to relate to their activities
at the beach and writting
ajournal.

Children with logical/ Children with

mathematical intrapersonal intelligence
intelligence will prefered will love the show and
counting activities with tell after we finished the
the shell they found . beach activity.

At the
Beach
activity
Children with naturalist
Children with kinestatic intelligence will enjoy
intelligence will enjoy "my "Keep our beach clean"
senses" activity and acivity.
playing with waves.

Children with spatial

intelligence will enjoy
activity building
sandcastle.

Figure 2 Activities modification based on children intelligence.

5. Conclusion
Theory and learning model integration rather than focusing on what each has to offer
teaching and learning as a single pedagogical platform offers a way of responding to the
literature which increasingly emphasises the role of teacher interactions during play (Fleer,
2010; Ryan & Goffin, 2008) and teacher planning for learning before play (Edwards et al.,

22
2010; Gibbons, 2007). By understanding that each child is different will help teachers to plan
and modified activities based on their diversity and ability.

6. Reference

23
Ingrid Pramling Samuelsson, E. J. (2006). Play and learning—inseparable dimensions in
preschool practice. Early Child Development and Care, 176(1), 47-65.
doi:https://doi.org/10.1080/0300443042000302654
Afoma R. Okudo, C. O. (2014). ENHANCED LEARNING ENVIRONMENT AND ITS
IMPLICATIONS ON THE PRE- SCHOOL CHILDREN’S LANGUAGE PERFORMANCE.
European Scientific Journal, 10(7), 405-413. Retrieved from
https://core.ac.uk/download/pdf/236408024.pdf
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early
childhood programs. Washington, DC: National Association for the Education of Young
Children.
Council, N. R. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded
Edition. (A. L. John D. Bransford, Ed.) washington , D. C.: National Academies Press.
Retrieved from http://www.nap.edu/catalog/9853.html
Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond Quality in Early Childhood Education
and Care: Postmodern Perspectives. Levittown, PA: Taylor and Francis. Retrieved from
https://files.eric.ed.gov/fulltext/ED433943.pdf
Edwards, S., Cutter-Mackenzie, A., & Hunt, E. (2010). Framing play for learning:
professional reflections on the role of openended play in early childhood education. Chapter
in L. Brooker & S. Edwards (Eds), Engaging Play (pp. 136–152). Open University Press:
London.
Faas, S., Wu, S.-c., & Geiger, S. (2017). The Importance of Play in Early Childhood
Education: A Critical Perspective on Current Policies and Practices in Germany and Hong
Kong. The School of Education at Mercy College. New York: Global Education Review.
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