Unit 1. The Ludic approach.

Theoretical framework
Rhythm, Play and Games
Facultad de Lenguas y Educación
• Play activities
• Concept
• Classification
• Games classification
• Motivation.
• Intrinsic and Extrinsic motivation
• Play .Theoretical Framework
• Herbert Spencer
• Karl Gross
• Sigmund Freud
• Agazzi sisters
• María Montessori
• Lev Vygotsky
• Jean Piaget

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(2) The importance of play - YouTube

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PLAY ACTIVITIES. Concept
WHY USE PLAY ACTIVITIES IN CLASS?

Motor
development

Play is a range
Cultural Intellectual
of voluntary, intrinsically development development

motivated activities normally

associated Play
activities
with recreational pleasure and
enjoyment. Social Creativity
development development

Emotional
development

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 PLAY ACTIVITIES CLASSIFICATION

PLAY ACTIVITIES

Games Sport
And simbolic Amusement activities
Traditional festivals
play activities (Football,
(Christmas, Easter, Storytelling
(Break time in the basketball,
Halloween, …)
playground) swimming,
…)

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GAMES CLASSIFICATION

Body games • Free dancing, body language and relaxing activities.

Drama games • Mime, theatrical masks and puppets.

Sculptural games • Collective jigsaw puzzles, craft activities and modelling.

Rythmic games • Nursery rhymes, songs and musical instrument workshop.

Oral games • Tongue twisters, riddles, chained words or debates.

Sport games • Racers and ball games among others.

Board games • Ludo, chess, scrabble, …

Social games • Introduction games, cooperative games, problem solving games,…

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2. MOTIVATION
• Motivation may be intrinsic or extrinsic.

https://courses.lumenlearning.com/foundationsofedx81xmaster/chapter/extrinsic-and-intrinsic-rewards

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Intrinsic and Extrinsic Motivation

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PLAY. THEORETICAL FRAMEWORK

Many scholars have studied the incidence of playing in children

development. We can say in general terms that playing provides
children with tools that will facilitate cognitive, physical, social,
linguistic and emotional development.

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CLASSIC THEORIES
C

HERBERT SPENCER (1820-1903)

• Surplus Theory: Playing is a medium to release energy.
• This energy is accumulated because children do not have responsibilities as adults have.

https://es.wikipedia.org/wiki/Herbert_Spencer
https://es.wikipedia.org/wiki/Friedrich_Schiller

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KARL GROOS (1861-1946)
• Pre-exercise Theory: He considered
playing as training for adult life, as a means
for significative learning.

https://actividadesludicas2012.wordpress.com/2012/11/12/teorias-de-los-juegos-
piaget-vigotsky-kroos/

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MODERN THEORIES
•

SIGMUND FREUD (1856-1939)

• Psychoanalytic Theory: Freud
considered playing a self-expression.
It is the means to express and satisfy
needs.
• It is also a way to identify traumatic
experiences.

http://lamasbolano.com/blog/sigmund-freud/

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ROSA AGAZZI (1866-1951) AND
CAROLINA AGAZZI (1870-1945)

• The Nursery school Method: Their method

is based on respecting children spontaneity
and freedom and introducing contents
through play activities. Observation
• ttps://www.emaze.com/@AZRIITZR/Presentation-Name

Instruments:
Educational Character
museum and globalization
passwords
Pedagogical
Principles

Value of joy Assessment

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•

MARÍA MONTESSORI (1870-1952)

The Montessori Education Method: Interaction with a controlled environment facilitates children
optimal development.
•Autoeducation: Education is a natural process acquired through experiences upon the
environment.

https://www.biografiasyvidas.com/biografia/m/montessori.htm

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LEV VYGOTSKY (1896-1934)
• Theory of cognitive development:Learning is a social process and interaction plays a
fundamental role in cognitive development.
• Learning levels

• Interaction with
others.
1
• Mental incorporation
of the new
2 information.
• http://www.childdevelopmentmedia.com/articles/play-the-work-of-lev-vygotsky/

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JEAN PIAGET (1896-1980)
• The Cognitive Theory. children need to play in order to interact with the environment.

• Mental structures:

• Assimilation of new
information from the
1 environment.

• Accomodation of the
new information in
2 children’s mind. https://actividadesludicas2012.wordpress.com/2012/11/12/teorias-de-los-juegos-piaget-vigotsky-kroos/

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UNIT 2. PLANNING PLAY ACTIVITIES
• What is plannning?
• Technical datasheet
• Justification
• Goals
• Addressee
• Methodologhy
• Cross-curricular links
• Values Education and competencies
• Assessment and evaluation
• What to evaluate?
• When to evaluate?
• How to evaluate?

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PLANNING PLAY ACTIVITIES PLANNING STEPS

GROUP

Planning an activity means to decide

WHAT we want to do IN ADVANCED.

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TECHNICAL DATASHEET

QUESTION BULLET POINT

What? What game in particular are you going to play
Why? Justification
What for? Goals
Who for? Addressee
Where? Location
When? Schedule
How? Methodology / Procedure
What you need? Human and material resources
Did it work? Evaluation

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 Justification
How do we justify the type of game to use in our class? Why is it important or interesenting?

Once we have collected data about the group, their needs, capacities and
interests, we should reflect on them and point out the needs or problems
the group is facing. Once we have these information, we can start thinking
of a proper game for our class.

Maybe there is a cultural difference that may create a problem in the

future or maybe they show some difficulties with oral/written language. It
is important to take notes of them in our personal notebook (writing down
the date and the situation) in order to be able to evaluate the evolution of
the group throughout the year.

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Adaptation

VISUAL SUPPORT • Using images or gestures.

• Speaking aloud and looking at the student directly in order

AUDITORY SUPPORT to facilitate lips reading.

• Rearranging the classroom.

• Promoting cooperative work.
• Dividing the task in steps.
PROCEDURAL SUPPORT
• Modifying rules, space and materials.
• Assigning different roles.
• Modelling.

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Goals
Achievable

Clear GOALS Measurable

Action

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Addressee
All children have the right to play.

Therefore, when we plan a play through an activity, we have to take into

consideration all the students of the group, without exceptions.

Adaptations of the activities are needed when there are children with functional
diversity in our groups. Sometimes the diversity comes from disabilities and others
from personal characteristics of the students. For instance, we need to adapt an
activity if the child has just come from another country and does not know our
language or maybe the child suffers from sunlight intolerance (an immune system
reaction to sunlight, most often, an itchy red rash) and we are planning an activity in
the playground.

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• Multiple Intelligences (Howard Gardner, 1990)

We have to consider the

different habilities of our
students when it comes
to dessign a game.

https://es.pinterest.com/pin/344877283938620062/

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Cherry, K. (2019). Gardner's theory of multiple intelligences. Verywell Mind, 17.

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Cherry, K. (2019). Gardner's theory of multiple intelligences. Verywell Mind, 17.

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Location and schedule

We need to define the place and schedule of our project.

Are we going to carry out the project throughout the year, a term or a modular
scheme of work? Is it a specific activity to deal with an important aspect for the group
in a certain moment? Are we going to carry it out in the classroom, in the ICT room, in
the playground or out of the school? We need to answer these questions in order to
reserve areas of the school or to ask for permission if we are thinking about going out
of the school.

In order to support both aspects (location and schedule) it is advisable to draw a chart
with all this information.

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Methodology
• All children should be involved in the activity, suggesting ideas in order to
Active Participation continuously adapt the project to their necessities.

• Our activities should be adapted to the whole group, introducing scaffolding

Adaptability techniques if necessary. Activities should integrate diversity without refusing
individuality.

• We should facilitate direct contact to the environment, promoting the affective

Experience relation and experimentation among children and to the environment.

• The activities should be varied: small group work, big group work, social games,
Diversity of activities crafts, songs, drama games, etc. in order to integrate all children.

• The activities should integrate social values, reinforcing relationships among

Social Values Inclusion children.

Reflection on the process • The activities should promote individual and collective reflection.

• The activities should promote individual and collective responsibility and

Responsibility / Autonomy autonomy.

• The activities should link different aspects of the world. Thus, children will have a
Globalization of learning global view of the world, without fragmentation.

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Cross-curricular links
Life is not a fragmenting place. Everything is connected in our lives. Then, why do we use a
discipline-based content design at school? Teachers should count on interdisciplinary
teaching when planning in order to prepare children to live in a global world. In other words,
we should connect contents, values or principles from different subjects in our activities.

We get up in the morning and confront the whole of our lives. It is here that relevancy
comes into play. It is not that schools should avoid dealing with specific disciplines;
rather, they also need to create learning experiences that periodically demonstrate
the relationship of the disciplines, thus heightening their relevancy. There is a need
to actively show students how different subject areas influence their lives, and it is
critical that students see the strength of each discipline perspective in a connected
way. (Jacobs, 1989, p.5).

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• We use cross-curricular links in
order to connect our activity to
different school disciplines.

• Children need to perceive the world

in a global way, connecting the
different aspects that compose it.

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VALUES EDUCATION AND COMPETENCIES
VALUES IN EDUCATION

LOMLOE is the current Spanish law in Education (Real Decreto 95/2022, de 1 de febrero, por el que se establece la
ordenación y las enseñanzas mínimas de la Educación Infantil.)

The Spanish law sets out five basic priorities:

• the rights of the child,
• gender equality,
• personalised learning,
• sustainable development
• And the digital revolution.

These are reflected throughout the curriculum.

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COMPETENCIES
Linguistic
communication
skills
Cultural awareness
and expression Multilingual
skills
• The current Spanish law in skills

Education (Real Decreto

95/2022, de 1 de febrero, por Mathematical
Entrepreneurial competence and
el que se establece la skills scientific,
technological and
ordenación y las enseñanzas engineering skills
mínimas de la Educación
Citizenship
Infantil.) includes 8 basic skills
Personal, Digital
competences to develop in social and skills
learning to
the classroom: learn skills

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(24) LOMLOE: Teaching with competencies - YouTube

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 Assessment and evaluation

To assess is the process of gathering data about students´ performance using various
tools like teachers´ observations, activities or quizzes to capture what students know and
understand. At school we assess our student in order to know how much do they know or
how much knowledge have they acquired.

Evaluation is the process of making a judgement about the meaning of the data
gathered. Through evaluation the teacher determines the effectiveness of the educational
activities. Evaluation focuses on grades.

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Types of assessment

Diagnostic assessment

This type of assessment usually takes place at the beginning of the year to
detect the strengths and areas of improvement of the students. This test
provides the teacher with a lot of information from the beginning of the year to
work on the specific skills that students need to improve.
Regarding foreign language learning we can focus on the different skills
(speaking, reading, listening and writing).

How could you carry out a diagnostic assessment for your students?

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 Formative assessment

It takes place in everyday learning. The teacher walks around the

class and sees the students’ daily performance.
This assessment is done by: observing, questioning, discussing,
reviewing and listening to the students’ work. It is mainly focused on
how students improve their learning.
This type of assessment monitors students´learning and provide
ongoing feedback that is incorporated into the lessons.

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 Sumative assessment

This is the traditional way of assessing. It is based on doing an objective

test at the end of the year or at the end of each lesson to check students’
learning. This test gives information to teachers, parents and students about
their overall learning.
This type of assessment can take place in primary on a weekly or
monthly basis compared to secondary or university where assessment takes
place at the end of a semester or year. Summarises learning at the end of a
period.

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Evaluation

We do not grade students through play activities

Activity goals achievement

• What do we evaluate? Teacher’s role

Difficulties

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 Initial evaluation

• When do we evaluate? Procedural evaluation

Final evaluation

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 Interviews
Questionnaires and self-
Observation asssessment
questionnaires

Rating scales • How to evaluate? Activity register

Rubric
Teacher’s notebook

Checklist

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