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(This question has parts)

In Singapore, early childhood teachers have noticed the significance of culture in shaping how children play. Mr & Mrs Pereira are parents to their only child, 5-year old son Bosco. Bosco attends 3-hour kindergarten programme. Recently they approached the school principal as they were concerned about Bosco’s learning in school. Below are the key points from the meeting:

“The only thing Bosco does independently is watch TV or play video games every day after school. it just worries us that multi-media is the only thing he wants to do at home. Both of us are working and he is usually home with the domestic helper after school. When we return home, he would be asking us to play with him which we dread! Why can’t he play on his own? We are so tired. We do not allow playing outdoors with the helper, just not safe! Wanted to check with you the principal… his teacher tells us he is learning through play in class.Can you tell us what Bosco learning through playing in school is?”

Qn 1 (a) Examine THREE(3) cultural factors that could limit the way Bosco learns through play. Provide at least 3 references. (30 marks)…

1 (b) Describe how the principal can clearly explain the importance of play in the centre’s curriculum to Bosco’s parents and show how TWO (2) genres of play in which children learn, can be incorporated in a play-based curriculum. (20 marks)

Some reference that might be useful:… (Chapter 1 and Chapter 2)

– Session 1: Play as a context for early childhood learning and development.pdf (attached)

1 (c) Analyse THREE (3) roles of the teacher in supporting children’s learning to stimulate cultural practices beneficial to Bosco; provide at least THREE (3) references. (30marks)

Some reference that might be useful:

– Session 1: Play as a context for early childhood learning and development.pdf (attached; page 11)

[3000 words]


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