Narrow conceptualization of play is shared by many other early childhood
practitioners for whom play is considered essential, as an activity promoting learning
and yet only relevant to some areas of the curriculum. According to Wood and
Attfield, despite constant validation from academics play continues to have an
insecure place in delivering the curriculum (Wood and Attfield). The status and value
of play, a source of controversy between politicians and practitioners since the
Education Reform Act, has been partially substantiated by its inclusion in the
Curriculum guidance for the foundation stage (CGFS) which states that „well
planned play, both indoors and outdoors, is a key way in which young children learn
with enjoyment and challenge 0„yin mazkur izlanishlarda kutilganidek, markaziy
bilim berishni rivojlantirish sifatida barcha enagalar fondiga joylashtirilgan edi,
biroq xayoliy o„yin ekanligi barchaga ravshan edi. Bu qisqa tarzdagi konseptual
o„yinlar boshqa ko„plab amaliyotlarda ham bolalar tajribasida keng qollaniladi va
kerakli deb hisoblanadi, ba'zi bir o„quv rejalariga yondashuv sifatida qaraladi.
Doimiy akademik davralarni tekshiruvi natijasida o„yin o„quv rejasi taqdim etishda
mutlaq xavfsiz emas degan tasavvur qoldirmoqda. 0„quv qonuni reformasida
Siyosatchilar va amaliyotchi o„qituvchilar o„rtasidagi bir-biriga teskari bo„lgan
fikrlar o„yinning mavqeyi va darajasini belgilab beradi. Unda aytilishicha «ochiq
havoda yoki yopiq maskanda yaxshi tuzilgan o„yin, yosh bolalar uchun maroqli
tuyilishi va ular qiziqish bilan o„rganishadi» va shu tarzda o„quv fundamenti
darajasini o'rganish maqsadida qisman uni boshqarma o„quv rejasiga qo„shish taklifi
tasdiqlangandi (CGFS) Researching Effective Pedagogy in the Early Years
Do'stlaringiz bilan baham: |
