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Narrow conceptualization of play is shared by many other early
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| bet | 121/288 | | Sana | 25.01.2024 | | Hajmi | 18,65 Mb. | | #146071 |
Bog'liq Maktabgacha pedagogika F.Qodirova 2019Narrow conceptualization of play is shared by many other early
childhood practitioners for whom play is considered essential, as an
activity promoting learning and yet only relevant to some areas of
the curriculum. According to Wood and Attfield, despite constant
validation from academics play continues to have an insecure place in
delivering the curriculum (Wood and Attfield). The status and value
of play, a source of controversy between politicians and practitioners
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since the Education Reform Act, has been partially substantiated by its
inclusion in the Curriculum guidance for the foundation stage (CGFS)
which states that ‘well-planned play, both indoors and outdoors, is a
key way in which young children learn with enjoyment and challenge
О‘yin mazkur izlanishlarda kutilganidek, markaziy bilim ber ishni
rivojlantirish sifatida barcha enagalar fondiga joylashtirilgan edi,
biroq xayoliy o‘yin ekanligi barchaga ravshan edi. Bu qisqa tarzdagi
konseptual o‘yinlar boshqa ko‘plab amaliyotlarda ham bolalar
tajribasida keng qo‘llaniladi va kerakli deb hisoblanadi, ba'zi bir o‘quv
rejalariga yondashuv sifatida qaraladi. Doimiy akademik davralarni
tekshiruvi natijasida o‘yin o‘quv rejasi taqdim etishda mutlaq xavfsiz
emas degan tasavvur qoldirmoqda. Q‘quv qonuni reformasida
Siyosatchilar va amaliyotchi o‘qituvchilar o‘rtasidagi bir-biriga teskari
bo‘lgan fikrlar o‘yinning mavqeyi va darajasini belgilab beradi. Unda
aytilishicha «ochiq havoda yoki yopiq maskanda yaxshi tuzilgan o‘yin,
yosh bolalar uchun maroqli tuyilishi va ular qiziqish bilan o‘rganishadi»
va shu tarzda o‘quv fundamenti darajasini o‘rganish maqsadida qisman
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