Conceptualization

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 o the curriculum. According to Wood and Attfield, despite constant
validation from academics play continues to have an insecure place in delivering the curriculum (‘Wood andAttfield). The status and ‘value |
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
O‘yin mazkur izlanishlarda kutilganidek, markaziy bilim berishni rivojlantirish sifatida barcha enagalar fondiga joylashtirilgan edi, birog xayoliy o‘yin ckanligi barchaga ravshan edi. Bu qisqa tarzdagi konseptual o'yinlar boshqa ko‘plab amaliyotlarda ham_ bolalar tajribasida keng go‘llaniladi va kerakli deb hisoblanadi, ba'zi bir o'quy rejalariga yondashuy sifatida qaraladi. Doimiy akademik davralarni tekshiruvi natijasida o‘yin o‘quv rejasi taqdim etishda mutlag xavfsiz emas degan tasavvur qgoldirmogda. O'quy 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 giziqish bilan o‘rganishadi» va shu tarzda o‘quv fundamenti darajasini o‘rganish maqsadida qisman uni boshqarma o‘quy rejasiga go‘shish taklifi tasdiqlangandi (CGFS)
Researching — Effective en. in the Early Years
Department of Educational Studies University of Oxford(234