Intellectual Play Analysis

Within 'Children's Context for Development', Tovah P. and colleagues emphasise on the importance of play for development suggesting that exploration, discovery, make-belief and play are vehicles for development due to the level of focus invested on performance rather than result thus, enhancing their observation, understanding as well as problem solving skills. This concept is similarly discussed by Jarvis and associates within 'Three perspectives on play' as they examine the 'evolution theory' and imply that it is present within early human life along with other species for the purpose of providing the necessary skills required for adulthood and survival. To add on, 'We Want to Play: Primary Children at play in the classroom" by Dodds S. further assesses how play or specifically 'intellectual play' is linked to better emotional and social development as it encourages higher levels of thinking and problem solving by requiring strategy,

and associates discuss how inquiry can often lead to learning play as the process often enables discovery, familiarisation and feelings of competence and security. This process can help involve unengaged children by asking open-ended questions that allow the feelings of curiosity to emerge while further expanding the involvement of those already engaged. This idea can also be seen in 'The Project Approach: Active Inquiry in Early Childhood' as Fallari L. M. proposes adults and children work together to note surfacing questions along with statements covering any information they already know or may think they know, as this process often reveals any misconceptions the children may have which can then be challenged through their own investigation and inquiring minds. This is then further emphasised within 'Developing an inquiring mind' by Connor, by insinuating that systematic inquiry requires picking up children's questions and generating new ones in order to promote critical thinking and curiosity for