Using Play to Promote the Socioemotional Development of the Child in ECEC Settings and beyond

Over time, ECEC systems mainly focused on children’s cognitive development instead of enhancing teachers’ knowledge and capacity in promoting the socioemotional development of the child (Jensen et al., 2017; Schachter, 2015). However, emerging children’s social and emotional skills in the early childhood stage are more important than their social and emotional competence in later stages (Denham & Burton, 2003). This can be achieved through opportunities and experiences among people around them while socioemotional skill competency for children must be placed in regulation in which children are interacting. Play as a way of organizing and promoting learning (Wood, 2010) is a concept in which children learn most ‘naturally’ (Cutter-Mackenzie, Edwards, Moore & Boyd, 2014) while major aspects of children’s socioemotional development are promoted. Play-based learning is systematically highlighted as one of the main sources for child socioemotional development (DEEWR, 2009; Mamat & Omar, 2013; White & Walker, 2018). Teacher effectiveness in ECEC, particularly in relation to their skills and practices for improving children’s socioemotional development during play is nowadays a priority.
Target group: ECEC students or professionals (i.e. teachers, researchers, instructional coach, preschool leader, etc)
The program aims to promote the use of Play in Early Childhood Education and Care (ECEC) as a means of enhancing the quality and effectiveness of educational practices in the sector. The primary goal is to help ECEC professionals support the socioemotional development of children. Play is an essential part of a child's development, and research has shown that it has a significant impact on a child's cognitive, physical, social, and emotional development. By promoting the use of Play in ECEC, the program seeks to create a more engaging and stimulating learning environment for children. The program aims to disseminate the use of Play to ECEC professionals by providing them with training and resources. It is believed that this will enhance the quality of educational practices in the sector and enable ECEC professionals to better support the socioemotional development of children. By using Play, children can develop their creativity, problem-solving skills, and self-esteem, among other things. In conclusion, the program seeks to improve the educational experience of children in ECEC by promoting the use of Play in educational practices. This will enable children to develop holistically, including their socioemotional skills, and ultimately prepare them for lifelong learning.
The two main objectives of the program are, on the one hand, to expand the knowledge of the ECEC professionals about the use of Play and on the other hand, to foster their competency on how to adopt Play in ECEC classrooms. After the completion of the training sessions, the participants will be able to:
1. Recognize the importance of play in the socioemotional development of the child in ECEC settings.
2. Understand what is their role at play to support socioemotional development.
3. Understand the benefits of the different forms and types of play in socioemotional development.
4. Adopt and implement Play in their classrooms, both during play-time and teaching.

Training Session 1:

Socioemotional development in ECEC
  • What is the role of ECEC professionals in the socioemotional development of the child?
  • How socioemotional development is linked to the cognitive development of the child?
  • What socioemotional skills need to be promoted in ECEC?

Training Session 2:

Play in ECEC settings
  • What is considered play in ECEC?
  • How is play linked to children’s socioemotional development?
  • In which forms of learning can play be adopted (playtime, playful teaching)?
  • What are the forms of play and what is the role of ECEC professionals in each (free play, structured play)?

Training Session 3:

Types of Play and Socioemotional Development in Play-Time
  • What are the types of play?
  • What are the direct and indirect benefits of each type of play to socioemotional development?
  • What practicum activities can be adopted for each type during playtime?

Training Session 4:

Types of Play and Socioemotional Development in Teaching
  • What are the direct and indirect benefits of each type of play to socioemotional development?
  • What practicum activities can be adopted for each type during teaching?

Training Session 5:

Play and Physical Environment
  • What are the two factors ensuring the quality of the physical environment during play (design and arrangement of space and the selection and arrangement of play materials)?
  • What practicum activities can be adopted when designing a playful environment?

COURSE PACKAGES

BASIC

Course Package
450
  • Tuition fee and training material
  • Certificate of Attendance
  • Welcome dinner
  • Administration costs
  • Coffee Breaks/ snacks
  • Cultural visit
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  •  
  •  

ALL IN ONE

Double Room Sharing
1040 Per Person
  • Tuition fee and training material
  • Certificate of Attendance
  • Welcome dinner
  • Double room in a 3 or 4-star hotel (6 nights)
  • Full Board (5 days)
  • Airport transfer
  • Administration costs
  • Coffee Breaks/ snacks
  • Cultural visit

ALL IN ONE

Single room
1240
  • Tuition fee and training material
  • Certificate of Attendance
  • Welcome dinner
  • Single room in a 3 or 4-star hotel (6 nights)
  • Full Board (5 days)
  • Airport transfer
  • Administration costs
  • Coffee Breaks/ snacks
  • Cultural visit