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Title: Free flow play versus structured play in children’s learning and development
Authors: Caruana, Stacy
Keywords: Play assessment (Child psychology)
Creative activities and seat work
Activity programs in education
Early childhood education -- Activity programs
Issue Date: 2017
Citation: Caruana, S. (2017). Free flow play versus structured play in children’s learning and development (Bachelor's dissertation).
Abstract: Play is commonly contrasted with the term “work”, frequently regarded by individuals as an activity which is mainly insignificant, even at such a young age, nevertheless, various researchers including Tassoni and Hucker (2005) argue that play is a significant part of a child‟s life. This study is primarily concerned with understanding and identifying whether one type of play is more beneficial than the other, with regards to early learning and development. A systematic analysis was applied in order to analyse previous research, both local and international, regarding free-flow play, structured play and their benefits. The research question: What type of play (free-flow play or structured play) better supports children‟s learning and development? was developed as a starting point for the study, which allowed the researcher to gather information from diverse sources to guide the study. Sources including books, e-books, peer reviewed journal articles, long essays and past dissertations were utilised. A thematic analysis was conducted to examine the collected research. Through the findings of this study, the researcher concluded that a balance of both structured play and free-flow play is imperative for healthy learning and development at such a crucial age in life. Moreover, it was found that children deprived of play, particulary at a young age suffer negative pathological concequences, as Frost (2010) impled. To conclude, the researcher put forward recommendations to further improve educational practices and enhance future studies.
Description: B.ED.(HONS)
Appears in Collections:Dissertations - FacEdu - 2018

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