Play-based and inquiry-based learning has gained traction worldwide with classrooms changing orientation from students sitting on desks facing the teacher to a more cooperative fluid environment, where students can move and explore different materials and ask questions. The Venn diagram above shows the roles that students and teachers can play in such an environment to maximise explorative learning.
There is scientific evidence available now that suggests play-based learning as the best way to learn, as it promotes cognitive, social and emotional growth. Dr Radhika Kapur, in her 2019 paper titled Pedagogical Approaches In Early Childhood Education writes about the importance of play-based, activity-based, theme-based and inquiry-based pedagogical approaches to learning in early childhood education. She highlights the need for teachers and schools to adopt new scientific ways of designing the curriculum and lesson plans, which she terms an emergent curriculum. She writes, “Emergent curriculum is referred to as the philosophy of teaching and a way of planning of the curriculum that puts major emphasis on being responsive to the needs and requirements of the students and create meaningful learning experiences for them.
Under NEP 2020 guidelines, Early Childhood Care and Education (ECCE), has given a set of proposals to bring modern theories and practices to enhance learning in early childhood education. The guidelines hint at better materials, activity-based learning, teacher training and doing away with the exam-based model in favour of developing language and cognitive skills through observation and play.
