‘Settling in’: A Short-term Longitudinal Study of Ways in Which New Children Come to Play with Classmates

Developing an understanding of young children's learning through play: the place of observation, interaction and reflection

“…Progress can be impeded or enhanced by what educators know of purpose and meaning in play. Progress for a child can be enhanced and impeded by the quality of play opportunities, which will be influenced by the range and potential of the available resources, by the child's familiarity with the resources and frequency of access to them, and by opportunities to build friendships which they draw on in play to nurture reciprocity and support and sustain momentum (Broadhead, 2001(Broadhead, , 2004Pellegrini & Goldsmith, 2003). In summary, impact on progress across the four domains can arise from two sources, from within and beyond the child; from her/his own inclinations, experiences and capacities and from opportunities available within the learning-teaching environment.…”

“…Essentially, this is an environment in which their own interests and strengths find voice and place within the planned curriculum and where they can take their intuitive ideas about the world around them and, with scaffolding from adults and from peers, test them against other theories and possibilities (Fisher, 1990;Craft, 2002Craft, , 2003. Play is acknowledged as supporting intellectual development alongside social, emotional and physical development (Garvey, 1991;Jordan & Le Metais, 1997;Pellegrini & Goldsmith, 2003;Robinson et al, 2003). Classrooms that emphasise social competences also stimulate effective learning (Morais & Rocha, 1999).…”