Critically analyse the implementation of play based early years curricula referring to evaluative research evidence and reports? Play is a fundamental part of learning in the early years, UNICEF is an advocate for this form of education and states that play is used for every area of development and knowledge. Learning Through Play (UNICEF, 2018). “Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child's soul” (Froebel, 1826, trans, 1912, p.50-51). (Maynard and Chicken, 2010, p. 29-39) describes in a study on how to bring Reggio Emilia into Wales and the education system. They stated how the teachers felt about supporting child-led play when there has been mainly subject centered learning and that moving away from a specific way of learning was hard for educators as the outcomes for children’s milestones were established by the framework of the Welsh Curriculum. Teaching is based on information and basic skills and Amidon (1967, quoted in Rajagopalan, 2019, p.5-8) states teaching is “An interactive process, primarily involving classroom talk which takes place between teacher and pupil and occurs during certain definable activities” rather than processes and concepts from children. It was established through this study that even though it gave teachers a greater insight into how holistic play should be taught in their teaching and learning skills, it did however seem to be more complex and challenging for the teachers to carry this on with the training they receive when initially studying their degree. Similarly, (Santin and Torreulla, 2017, p50-56) state the lack of training for teachers, when it comes to the arts, as it is a much more subject focused curriculum and therefore training should be given to allow children to express their feelings through play such as painting, outdoor play, exploring their surroundings and experimenting. Bearparks (2019) describes the Reggio Emilia Philosophy as perceiving the environment as the third teacher and a developer of learning. According to (Thornton and Brunton, 2014) the Reggio Emilia approach focuses on areas with large spaces and targets the wealthier towns, whereas a school who has not got enough space would not be able to incorporate the luxuries and freedom for children to explore. State vs Private Education (Smith, 2021) displays how public schools get limited funding compared to those of private schools and 80% of private schools acknowledged their education was good compared to 45% of young adults in public schools. According to a blog by (Holly, 2019) you cannot do your initial training to be a Reggio Emilia Teacher, as a teaching degree consists of written and practical coursework, a standardized degree is usually the same in every country (EducationDegree, 2023). Therefore Scott (2022) states extra workshops and online training is expected of practitioners to carry on with their continuous professional development, teachers researching themselves and attending these courses on how to provide play-based learning in their classrooms, will allow for the very best care for children and young adults in education. Also, (Senent, Kelley and Abo-Zena, 2021, p.1247-1258) explains Reggio Emilia has been inspired globally and focuses of inclusion of all children and their parents, they are also the focus of their children’s learning, whereas some children may require some additional help and although a little dated (Gilman, 2007, p.23-31) explains that Reggio Emilia eliminates the unknown or fear of someone being different and allows children to develop an understanding and consideration to those with disabilities by being in the same environment to learn from each other. The assumptions that children who have additional learning abilities and capabilities are different, can therefore be extinguished and children can cultivate new beliefs and perspectives regarding inclusion, just not now but in the future (Hong and Shaffer and Han, 2017, p. 629-639). Also, in an article by (Chicken, 2022, p. 1-19) states that pedagogy is a choice and different understandings of this way of learning from different practitioners could make it more complex than it is needed to be. Reggio has no value for a curriculum, but The Welsh Curriculum (The Curriculum and Assessment Act 2021) are supported for children to meet required targets within the four purposes and be suitable for children with different abilities, beliefs, ages, and aptitudes. Nonetheless, Reggio Emilia Education (Sprouts, 2019) shows the power of play and how children learn through this, this co-insides with the New Curriculum for Wales (Welsh Government, 2022) where schools introduce their own curriculum which focuses on all six areas of learning and experience, they are. • Expressive Arts • Health and Well-being • Humanities • Languages, Literacy and Communication • Mathematics and Numeracy • Science and Technology The 'Curriculum for Wales: Foundation Phase Framework' (Welsh Government, 2015) signifies the importance of all children learning through authentic experiences and endeavours with ‘play’ being at the core. This the first change for the curriculum since 1988, where there had been no technology such as an iPad, phones, and a camera or even applications such as google around, society is constantly changing around us, and the world must keep up with the change (Welsh Government, 2022). The biggest change in the curriculum is that teachers can facilitate children’s learning, through play, new activities and bringing the heart of the Welsh language and culture into history (Maters, 2021). The new curriculum has been formed from some of the most leading ideologies around the world. The biggest adjustments are how practitioners evaluate children and young adults, while supporting children with additional needs to be the best they possibly can. Each new development and areas of learning complement how the new curriculum is put in place. Welsh Government, 2021). Similarly, to the Welsh Curriculum, Reggio Emilia has been using technology to aid children’s learning through play for many years. Documenting every child’s growth and development through pictures and videos, beautifully displaying them all around the school so children can see how the use of technology can be used for good. This allows children to be seen and feel a sense of belonging and worth and be part of a wider society (Phakathi, 2018). In a report by (Maynard and Chicken, 2010, p. 29-39) stated countries cannot just pick up and use every single area of a curriculum, but Reggio Emilia have influenced how practitioners understanding of Learning can be achieved through play. Research reports, planned visits, showed Reggio Emilia as a catalyst for schooling and child-led learning. The Organisation for Economic Co-operation and Development (OECD) state: Wales is on the path to transform the way children learn, with a new curriculum aimed to prepare its children and young people to thrive at school and beyond. The new curriculum for Wales is future oriented and intends to create a better learning experience for students and to contribute to the overall improvement of Welsh education. The co-construction process succeeded in engaging many and in developing trust, while systemic adjustments in institutions and other policies are helping set in motion a professionally led education (OECD, 2020, pp.1-20). Question 2 Considering the concept of the unique child, critically evaluate methods of assessment, progress tracking and age or stage related development models with play-based curricula? The Unique Child (PACEY, 2023) state that every child is unique and an individual, they work at their own pace so therefore one approach may work for one young person but not for another when aiding their development, thus practitioners should think of them as an individual and not just a number. “Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured” (Department of Education, 2021). Assessments play an essential part in the development of children and young people; the earlier assessments can be carried out then they will help practitioners identify the areas children need support in. The sooner children can get the correct help to develop in their milestones then the earlier protocols can be put in place (Neaum, 2016). Progression steps is a form of assessment strategy and (Education Wales, 2022) state the improvements in the curriculum and changes made to help children in their development when assessing. Although progression steps are established between the ages of 3-7 years old, when practitioners implement their assessment plans, their own or those provided by Welsh officials, providers of funded non-maintained nursery education (FNNE) will be required to follow these regulations also (NDNA,2022). The Welsh Curriculum will commence in September 2022 with Progression Steps, They are: • Progression Step 1 - age 3-5 • Progression Step 2 - age 5-8 • Progression Step 3 - age 8-11 • Progression Step 4 - age 11-14 • Progression Step 5 - age 14-16 (Welsh Government, 2021). The New Curriculum for Wales guidance has been set out by Worldwide evidence and a review by Organization for Economic Cooperation and Development of what it requires to make progress in development (Research in Primary Languages, 2020). The statements of what matters are the basis of Children’s and Young People’s progression. Exploring the crucial ideology and principles enclosed in the statements, they will develop their learning and understanding. Practitioners and stakeholders will need to exhibit and implement learning which supports an understanding and utilise the statements of what matters (Knight and Crick, 2021, no page number). Moving on, (Tierney, 2013, pp.125-144) analyses fairness in classroom assessments and states some experts measured a child’s development through standardized tests where some children may not have a clear understanding of what has been asked, due to culture or being multi-cultural. (Alsubaie, 2015, pp. 86-89) argues that teachers who understand their children’s backgrounds , experiences and backgrounds will feel more adequate in their teaching to continuously improve children’s learning, nonetheless the focus of the classroom environment and fair assessments go hand in hand when trying to encourage the support and fairness of assessments. As a result, play-based assessments, according to (EagerClub, 2022) are suitable for children and young people who reside in an expansive age group who possess an extensive range of needs and abilities. Play-based assessments can be effective for children and young people who: • Have little language skills • Are pre-verbal • Have been through distressing experiences • English is not their first form of communication • Have difficulties to express their emotions in words • Have emotional, communitive and intellectual difficulties Similarly, (O’Grady and Dusing, 2015, pp. 25-38) argues that play-based assessments can be contrasted with traditional standardizes assessments due to play based being in a natural environment rather than standardized tests which require prompt responses. Also, play-based can document delays in developmental skills such as decreased interest in toys and more quiet and less active skills in play with peers. The (Department of Education, 2023) brought out summative assessments where teachers use a holistic view of the child and an informed view but also, taking detailed contributions from parents and other multi-practitioners. Also, a child must be able to be observed using their own language and celebrate different cultures in their environment. Drawing from this Hughes (2022) argues that parents seeing their children play all day, may not deem this as learning and not everyone agrees with play-based learning such as parents and various educators within the school or child-care centres. Also, the lack of space to carry out such assessments would deem inadequate, and a large intake of a nursery would not allow for sufficient room when conducting. Similarly, Drew (2023) affirms the barriers to play based learning, some children may not like to play as they are an introvert and therefore would prefer to play alone and with limited activities. Also, he acknowledges arguments between children over toys and activities. Question 3. How the outdoors facilitates learning and improved mental health compared to Indoor Learning? As an Early Years Practitioner, I always encourage being outdoors and within Nature is better for children and young adults, rather than sitting in a classroom and learning from pictures about wildlife and plants and often wonder as a unique child how they learn better, through classroom activities or from being active and within nature. Our jobs as practitioners are to encourage children to flourish in an environment and do the best of their ability (Welsh Government, 2022). Fresh air and oxygen levels strategically allow children to feel more energetic and direct sunlight allows many natural health advantages and stimulates hormones that are needed for mental and physical health. Sunlight is converted into vitamin D within our bodies, and this is essential for healthy bone development in children and young people (TeachearlyYears, 2023). How Can Nature benefit my Mental Health (Mind, 2021) states that not only does fresh air help your mood and improves your mental health but also circulates more oxygen through your blood which boosts your serotine levels, growing food or watering plants can improve your mood, allow for more social interaction, reduces of feeling emotional and overwhelmed, I have seen this first hand with children in my work place, running around and screaming indoors but calm and tranquil outdoors. An article by (Dettweiler et al, 2018, p. 1-20) states that basic psychological needs are better met when playing outdoors than indoor learning as a sense of achievement from children during activities outside makes young people feel more valued and allows the freedom to discover and enjoy first-hand experiences. Froebel (1826, cited in Tovey, 2016, p. 36) shows his play theory and the benefits of children learning outdoors and believed outdoor play to be essential for physical, intellectual. His pedagogical views, learning through investigation and play, nature studies, and gardening would allow children to have responsibility toward living things where indoors, children would not be able to get a sense of this and Article 31 of the UNCRC states “Every child has the right to relax, play and take part in a wide range of cultural and artistic activities” (Unicef, 2023). Even though there are many benefits to indoor learning and not all people have the space or adaptability to learn outside, Montessori’s idea was “outside must come inside, and the inside be taken outside” encourages practitioners to make associations between the indoor and outdoor classrooms and to help children and young people to make links between the two learning environments, increasing their awareness of the world around them (TeachEarlyYears, 2023). The (Welsh Government,2019) states children will develop reflective and inquisitive thinking along with problem-solving approaches in ‘real’ situations from playing outdoors, it also:- • encourage holistic development of children • develop resilience and adaptability in occasionally adverse circumstances • allow children to become more able to identify hazards and risks • develop a love, appreciation and respect for nature and all that is living • develop an understanding of how we can look after our environment • develop self-awareness, confidence and self-esteem • develop collaborative-working and communication skills but where are we with outdoor learning and how should/can teachers facilitate this, according to (Natural Resources Wales, 2023) everyone can get involved with outdoor learning and parents/teachers can encourage children to pick stones, go to the beach or even a nature walk. All these activities can help your child become a more confident learner and help their well-being, physically and mentally. The (Outdoor Education Advisers Panel, 2023) is the core for guidance, advice and training related to outdoor learning and educational visits in England and Wales within schools. Allowing schools to take children on more trips, visits to encourage the learning of the background of Wales and other countries. The panel supports schools and services to children and young people around the country.