ABSTRACT

 
Article : PLANNING ACTIVE, PLAY-BASED AND INQUIRY-BASED LEARNING EXPERIENCES PROMOTING DEVELOPMENT AND LEARNING AND A SENSE OF INQUIRY DURING EARLY YEARS OF EDUCATION
Author Name : Ms. Ashraf Noorani
Abstract : Educators across mainstream schools tend to segregate between the scholastic and non-scholastic aspects of education, especially during the elementary and secondary years of schooling. However, during the early years, these aspects are seamlessly intertwined with each other both in theory and practice while designing an age appropriate and developmentally appropriate curriculum wherein activities and learning experiences are ’developmentally sequenced’ based on the predictable sequences ofgrowth and development during the early years. Play may appear to be a non-scholastic 0r non-academic activity. However, play can play a significant role in preparing Children for academic success since it leads to readiness and lays the foundation for academic achievement by promoting development and learning in multiple domains. Play can thereby facilitate development in all areas if the learning experiences in the curriculum are planned in an integrated manner. The conception of designing an integrated or interdisciplinary curriculum will be explored in a sequel to this article. This article will focus on the value and significance of play as a medium to promote learning and development during the early years of education. In precedence to this academic inquiry, the significance of early Childhood education in light of existing research on Child development and how Children learn will be emphasized. The article then explores the play-based and the inquiry based approaches to learning and curriculum design that can inform the practice of early year's educators and curriculum developers.
View Full Paper(pdf)