It has been shown that play is very important to a childâ€TMs learning. Learning through play helps a child make positive contribution.
The key features of an effective play based learning environment are that children able to play uninterrupted for long periods of time and are able to choose from a range of resources and areas, letting them choose activities on their own accord. Children are able to develop a wide variety of skills by having lots of various resources to choose from. 2.5 Explain why both adult initiated and child initiated play and learning activities are important for children from birth to five years In an Early Years setting we allow children to participate in child initiated play. By allowing children to choose which resources they would like to play with let’s them explore their favourite type of activity, and have a sense of independence.
For this extended assignment I am going to focus on play and the importance of play is for children and young people. I am going to focus on children up to age of 6. “Play is a spontaneous and active process in which thinking, feeling and doing can flourish.” (http://www.playwales.org.uk/ ). Play is Important for children and young people’s as it can help children to build their confidence.
In this assignment, I will develop a list of the social issues identified in Chapter 14 (Santrock, 2014). I will identify how I can use my knowledge gained about families to enhance, nurture, or strengthen the social/human capacity of my community and neighborhood which will in turn support it economically. In Chapter 14 of our Child development textbook (Santrock, 2014), social issues that can be identified are child maltreatment, gay and lesbian parents, socioeconomic variation, ethnicity, working parents, divorced families, and stepfamilies. I can use the knowledge I gained about families to help with the social/human capacity in my neighborhood by engaging citizens in understanding our fellow individuals and their situations.
A lot of play at an early age enables children to develop the necessary skills for future academic success. Play makes learning fun! And play creates a love of learning. The ultimate curriculum for social, emotional, physical and cognitive learning can be provided through play. The developmentally appropriate learning environment should support the child’s initiative to explore, investigate, observe and experiment, while allowing for appropriate risk taking within safe boundaries.
Play is important for children as it allows them to use their creativity while developing their imagination, dexterity and physical, cognitive and emotional strength. Children can, at a very early age, through play, engage and interact with the world around them and it allows for them to create and explore a world they can conquer. (Ginsburg, 2007) This critical analysis will discuss a ball drop and throw play-based resource that encourages and supports growth and development in children with connections to the Early Years Learning Framework.
The information that has been provided in the article relates to the ideas and concepts that have been provided in the first lecture, as it has been stated that play is not only enjoyable for a child, but is also educational and symbolic. Play is defined as being a developmental process in which a child processes through the way they react to certain ideas or objects throughout their play (Touhill, 2015). As Stegelin mentioned that play is about the child’s learning and also being able to use as an
During this developmental interview, I chose to conduct an observation/interview study with my one of my cousin’s child. This child is a 4 year old girl and will be identified as “child K” in relation to her first name. Her parents had no problem letting me interview her, but I had them stay in the same room as us. The purpose of this interview was to observe the child’s physical, cognitive, and socioemotional development. I observed her behavior and gave her several tests to show how well she has progressed.
Although containing similar features, this pedagogy should not be confused for active learning and is a dominant approach in pre-school settings. Supporting this, Siraj-Blatchford & Sylva (2004) conclude, play is an integral component of high quality provision which can enrich all areas of the curriculum. Likewise, Wood & Attfield (2005) recognise, play develops childrens content knowledge across the curriculum, and enhances the development of social skills, competences and dispositions to learn. Additionally, play in preschool contributes to formal schooling preparation. Within play, children self-regulate and create their own rules which must be followed to be deemed ‘playing properly’.
In Comparison, Montessori also believed that a child is a spiritual being and therefore should be educated as a whole – in an intellectual and spiritual way. Montessori’s philosophy also focused on the fact that each child is unique with natural eagerness and motivation to learn during its sensitive period. Montessori also believed that children should have the freedom of choice in everything they do, unlike Steiner’s preschools where the choice is divided between the students and the teacher, i.e. Child is the one that chooses what is going to be done during free play time but then it is up to the teacher to choose what is going to be done during circle time. In contrast to Steiner, Montessori did not think of play as an important aspect of learning. Instead of imaginative free play Montessori used structured play as Montessori believed that “children need to learn through meaningful tasks and that imaginative play would only distract them from real world”
In general, playing is the mutual popular activity among children because playing is fun and flexible, it can be personal, with the presence of others or with the social presence of others (De Kort & Ijsselsteijn, 2008). The researchers and experts believe that the power of play has an important psychological role in children’s development, as reinforced by Sutton-Smith (1993, p. 279) using “play as progress” and “play ethos” by Peter Smith (1988, p. 166) both cited in Pellegrini (1995). Goldstein (2012) stated that pretend play is one of the common types of interactive social play among 2- to 6-years-old children. He also mentioned that as children grow, the nature and function of pretend play will also change from simple imitation to more
I agree that play-based learning offers diverse opportunities for children to explore, discover and create, they can also discover new things and communicate with peer during free-play time. Frobel said that “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, 1887). He believed in the importance of play in a child’s learning as creative activity. Play provided the means for a child’s intellectual, social, emotional and physical development which are necessary elements in educating the “whole” children allowing them to use all imaginative powers and physical movements to explore their interests.
Play therapy refers to a method of psychotherapy with children in which a therapist uses a child's fantasies and the symbolic meanings of his or her play as a medium for understanding and communication with the child. The aim of play therapy is to decrease those behavioural and emotional difficulties that interfere significantly with a child's normal functioning. Inherent in this aim is improved communication and understanding between the child and his parents. Less obvious
Play is the child’s work in Montessori schools. Children learn at their own pace using specific self-corrective manipulatives (Terca "Montessori Education"). It is the child’s job to find their way into the materials that are provided for them. The classroom is not organized according to a specific age. Classrooms tend to be mixed in age ranging from three, four, and five year olds.
Despite it being easy to list down various play activities, it is difficult to come up with a set definition for it although it is widely accepted that play should very much be free, unstructured and mostly child-initiated. The purpose of play and the supposed benefits the different types of play aids in the development of a child will be further discussed. Given that play is such an integral part of a child’s life, based on evolutionary perspectives, there has to be a reason why children engage in play and thus classical play theories attempt to explain the purpose of play.
