A critical review of the significance of play in the Maltese early years curriculum

Abstract

This study made use of document analysis to understand better the significance of play within the Maltese Curriculum. The aim of this study was to critically analyse how play is being implemented in the Maltese Early Years Curriculum. Data was extracted from the Maltese National Curriculum Framework (NCF) thus only making reference to the ‘Early Years’ as a relevant topic of interest. A wide range of literature, varying from history to an overview of another four curricula, namely the Early Years Foundation Stage, Te Whariki, the Reggio Emilia and the Maltese NCF, is presented for discussion. Findings were gathered from a thorough investigation of the NCF and the keeping of a reflective journal to note common points. Since the study does not involve any data gathering, the researcher made sure to elicit the significance of play within the NCF. Data for this study was gathered by using thematic clustering to record any patterns within the data and which were subsequently analysed and evaluated. Three main themes which emerged from a careful reading of the NCF and the literature review, highlighting the significance of play were: acknowledging collaboration, implementing effective learning and a nurturing environment. Limitations and recommendations were also identified and outlined for future study.