Part 1 A&B- Research Question and Valid Source 1

Part 1 A&B- Research Question and Valid Source

Maha Mateen
8705159
Introduction to Early Learning – ECE1375
Andrea Stirling
March 19, 2020
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Reference:
Fatai O., I. A., Faqih, A., & Bustan, W. K. (2014). Children’s Active Learning through

Unstructured Play in Malaysia. Childhood Education, 90(4), 259-264.

http://dx.doi.org/10.1080/00094056.2014.933695

Research Question: How does unstructured play (free play) enhance children’s
learning in early childhood development?

Summary:
In “Children’s Active Learning through Unstructured Play in Malaysia” by Fatai O., I. A.,
et al the author states the importance of unstructured play in early childhood
development. In this academic journal, the authors explore the different ways
unstructured play enhances and has a positive impact on learning. This article relates to
my research inquiry because it talks about the benefits unstructured play has in a child’s
overall development; such as social and collaborative skills, developing conflict
resolution skills, creativity/imagination and cognitive/physical abilities. This will be useful
for my research inquiry because it also talks about how parents and teachers involved
in the child’s environment can help engage and provide opportunities for such
developmental activities, together at home and at school.

Introduction:
We have all heard of the saying “all work and no play make’s jack a dull boy”
(Howell, 1659, n.d) but what does it mean. Play is considered an important part of a
child’s routine. It is the how children learn and understand their world around them.
Unstructured play is how children learn how to explore their freedom, creativity, and
discover without any rules, instruction plan or guidelines. This research paper will
explain how unstructured play (free play) enhances children’s learning in early
childhood development. It will state the benefits of giving children time to discover and
enhance their learning through unstructured play in early childhood settings.

Rational:
As we begin our understanding in the field of early childhood education, it is
important to know that unstructured play provides children with opportunities to relate
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with the world around them. This article relates to my research inquiry because it talks
about the benefits unstructured play has in a child’s overall development; such as social
and collaborative skills, developing conflict resolution skills, creativity/imagination and
cognitive/physical abilities. This is important because it also talks about how parents
and teachers involved in the child’s environment can help engage and provide
opportunities for such developmental activities, together at home and at school. Moving
forward as an early childhood educator, this research inquiry will allow a better
understanding of how children learn and explore their surroundings. As an educator it is
important to view play from a child’s perspective therefore, this research inquiry will help
demonstrate how that is like and will help in understanding how to develop activities that
will enhance learning in early childhood development.

Summary:
In “Children’s Active Learning through Unstructured Play in Malaysia” by Fatai
O., I. A., et al the author states the importance of unstructured play in early childhood
development. This academic journal states how a qualitative research was conducted in
Malaysia to inform and improve practices within the field of education. The researchers
used a qualitative approach by using observation as a means for date collection (Fatai
O., I. A., et al, 2014, pg. 4). The researchers observed 30 children in kindergarten, ages
3-5year old. Most of the children were playing in at least groups of two and were
engaged in one activity or another until their break ended and their teachers guided
them back to their classroom (Fatai O., I. A., et al, 2014, pg. 4).
During the observations the researchers took notes and also recorded the
children playing. The findings from the study showed how unstructured play between
young children can contribute to learning (Fatai O., I. A., et al, 2014, pg. 5). The
researchers discovered three main points “1) Unstructured play enables young children
to learn through cooperation. 2) When children engage in unstructured play, they gain
knowledge and experience through imitation. 3) Unstructured play helps young children
learn through trail and error, gaining new insights” (Fatai O., I. A., et al, 2014, pg. 5).
The article states that children learn and play better with teamwork and
collaboration. For example: playing on a see saw slide, in order to be able to balance on
each side both the children are required to be sitting on their seat for the play to take
action (Fatai O., I. A., et al, 2014, pg. 5). This is seen as a cooperative learning
approach (Fatai O., I. A., et al, 2014, pg. 5). Social skills are important for functioning in
school and unstructured play helps achieve that (Fatai O., I. A., et al, 2014, pg. 5). As
children develop relationships and encounter problems during unstructured play, they
build pro-social skills, sharing, turn taking, and even practising negotiation skills.
The findings from the study also state that children gain knowledge and
experience when they mirror their peers (Fatai O., I. A., et al, 2014, pg. 5). Children
tend to get influence and imitate their surroundings. This can be seen when children
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play “mommy” and pretend to put their babies to sleep. This type of dramatic play
shows how they can express their feelings through re-enactment of certain experiences.
Lastly the article also states, that unstructured play helps children learn through problem
solving; trial-and-error (Fatai O., I. A., et al, 2014, pg. 5). Unstructured play allows
children to make mistakes; these errors in play are able to help formulate ideas and
theories. The children are able to try out new ideas and accept or reject what they learn
therefore, build knowledge through unstructured play.
The article overall sums up from its research that unstructured play has many
benefits. Teachers and parents should promote unstructured play in early childhood
settings and help children develop themselves through free play (Fatai O., I. A., et al,
2014, pg. 6).

Intro Practise:
As an early childhood educator, it is important for us to plan unstructured play in
our children’s curriculum. Children are used to following instructions; they are constantly
being told what to do, what to wear, how to eat etc. From when to get up in the morning,
following a morning routine (brushing teeth, dressing up, and eating breakfast) to
coming to school and going outside to play then being told to come back inside. They
have no control over what to have for lunch/ snack time or if they are sleepy during nap
time or not. Children are forced to follow a day to day daily schedule. However, when
they are given unstructured play, free play they are able to do anything that they like;
have control. They are able to express themselves; they are able to engage in any
activity that they might like; they are given choices. Children are able to let loose,
instead of being made to follow rules and guidelines.
According to the Best Start Expert Panel on Early Learning (2014) “Play is a
means to early learning that capitalizes on children’s natural curiosity and exuberance”
(pg. 9). Play is an essential part of learning and should be child-focused (Best Start
Expert Panel on Early Learning, 2014, pg. 9). Unstructured play helps increase
independence and decision making. It helps children build communication skills, build
creativity and the ability to come up with their own ideas. As stated in the research
article, unstructured play helps children develop knowledge, social skills and how the
natural environment enhances young children’s learning (Fatai O., I. A., et al, 2014, pg.
3). It is important to provide children the different opportunities to practise and improve
these skills.
As an early childhood educator, it is important to provide children with many
unstructured play opportunities. For example: providing them with many loose parts so
they are able to make sense of their own play in their own terms and regulations. To ask
open-ended questions to help them explore and apply critical thinking. Its important to
make children wonder why things happen the way they do; this is helping them take part
in active learning through play. “Play is how children make sense of the world and is an
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effective method of learning for young children.” (Best Start Expert Panel on Early
Learning, 2014, pg. 9). It is important to offer a variety of choices to children in the field
of early childhood in order to make them learn. Children usually tend to engage more in
play when they are in control and are able to lead their own play.

Conclusion:
Unstructured play is considered an essential part of early learning. Open-ended
play, or play with no specific learning objective help children engage in co-operative
skills, problem solving skills, and creative play. As educators and caregivers, it is our
responsibility to provide and offer children with many play opportunities.