Showcase Magazine Summer 2023 (3) - Flipbook - Page 14
CHILD
DEVELOPMENT
There are differences between child-led and adult-led play in Early Years and it is important that practitioners
make time for both of these types of play. To provide high-quality experiences in an Early Years setting, childled and adult-led learning should be balanced. This article will discuss the two types of learning and how you
can involve both in to play in Early Years settings.
Lev Vygotsky concept of ‘The Zone of Proximal Development’ refers to the difference between what a child
can do both with and without help from a guided mentor. Vygotsky believed in both the importance of children
developing independently as well as with support by an adult.
Child-Led Learning
Child-led play refers to play that is led by the child rather
than the adult. This type of play provides the child with a
sense of empowerment as they are able to select their
own toys, resources, and activities, free from adult
influence. This means that the children can follow their
own interests and passions. Practitioners can then use
the children's interests to plan future activities.
Child-led learning enables the child to build skills such as
problem-solving and perseverance, as well as develops
their confidence and self-esteem.
Child-led learning also allows children to develop their
imagination and creativity by encouraging them to explore
their own ideas.
Adults can also play a role in child-led play by providing a
safe and nurturing environment with access to resources.
They may ask questions, talk to them about their play, or
follow the child’s lead. For example, the child may be
interested in a small play kitchen set and encourage
adults to join in by offering them a cup.
Adult-Led Learning
Adult-led play refers to play that is led by the adult rather
than the child. This means that the adult has control over
the activity and guides the child through the learning.
This type of learning is more structured in comparison to
child led as it usually has rules or instructions on how to
play. Although the adult may not participate in the activity,
they will be actively guiding the children throughout.
Adult-led play is often planned by the adult and can
introduce children to new experiences and opportunities
to develop their skills and knowledge. It also ensures that
children meet all of the learning areas of the Early Years
Foundation Stage (EYFS).
For example, the adult can choose an activity to improve
the skills of a particular age group such as hand-eye
coordination in pre-school children and fine motor skills in
younger children. By planning group activities, this can
encourage co-operation and positive peer relationships.
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