Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Bruner (1996) sees acquired knowledge as most useful to a learner when it is discovered through the learner’s own cognitive efforts. Free play has been shown to increase children’s creativity and imaginations, which, in turn builds on their problem solving skills. These skills are essential for everyday life, especially as they grow into adults. Students are acquiring the experiences to cognitively develop the skills of negotiation, risk management, teamwork and achieving goals at perhaps a faster rate than more sheltered students.
My final placement school had a big focus on 'free play'. The students all had at least 4 sessions a week of 'inquiry based learning'. Younger students were allowed to play in a theme based area. They had a 'tinkering area' where they were able to pull apart electronics and explore how they work, building blocks, pretend shops and arts and crafts areas.
Reference
Bruner, J. (1996). The culture of education. Cambridge, Mass.: Harvard University Press.
My final placement school had a big focus on 'free play'. The students all had at least 4 sessions a week of 'inquiry based learning'. Younger students were allowed to play in a theme based area. They had a 'tinkering area' where they were able to pull apart electronics and explore how they work, building blocks, pretend shops and arts and crafts areas.
Reference
Bruner, J. (1996). The culture of education. Cambridge, Mass.: Harvard University Press.