Playing is more creative but less efficient learning method
My topic is under the “Constructing Understanding”. This culture of curriculum is characterized by three themes: centrality of learner, complexity, and engagement (Joseph, 2011, p. 83). This report will discuss these themes fully. Playing helps children build their understanding of basic concepts such as addition and subtraction; however, it is inefficient when they learn complicated concepts such as differential, integral, and derivative in mathematics. The Importance of Play
I believe that playing is a useful way to help children know the world, to understand the new things around them, and to expand their knowledge. In “The Nature of Children's Play,” written by David Fernie (1996) said that “in play, children expand their understanding of themselves and others, their knowledge of the physical world, and their ability to communicate with peers and adults.” When I was a child, I liked to play checkers with my father. At first, I only considered offensive moves, and I always lost the game; however, after several times, I started to observe how my father played the game, and I started to imitate the way that my father played. Now, I know I must consider both offensive alternatives and the need for defense, so I can win the game. Fernie (1996) separated children into two groups. One is younger than five years old; the other is older than five years old. He argued that younger children are interested in informal games, and older children are more logical and socialized ways of thinking in play formal games. He only mentioned that it is possible to make two different age groups to play together. But, due to my own experiences, I prefer to play game with someone older than me. I think play with peers can help children enhance their relationships; whereas, playing with older children can improve children’s knowledge and logic. In addition, I think we should notice that it to whom children engage in play, it is also very important what they play. You cannot play a war game with a 2-year-old child. Different age groups are attracted by different types of games. Dr. Par Jane Hewes, the chair of the Early Childhood Education Program at Grant MacEwan College, said that the developmental progression in different types of play mirrors development in other areas. Children begin to create and play active games with predetermined rules and with invented rules when they develop sufficient physical strength and coordination and the capacity for concrete operational thought. Therefore, she argued that children between 0 and 2.5 years of age should use exploratory play, object play, and sensory play. Children between 3 and 6 years of age should use socio-dramatic play. Children between 3 and 8 years of age should use dramatic play, construction play, and physical play. Children who are 5 years old and up should play games with rules. Although children can expand their knowledge during game play, it is typically comprised of basic concepts and is easily forgotten by children. The reason is that children are enjoying in playing actives. They do not pay much attention to what they learn during play. For example, I discussed with my classmates and professor a way to teach the preschool children or younger the basic concept of time. Our group devised a lesson that asks children to bake cookies. During the baking process, we will teach children that time is irreversible and it has limitations; however, I believe that the children may learn “time is irreversible” at that time, but they will forget these concepts after several days. What they will remember is the fun they had baking the cookies. To help children memorize concepts, barrier games and repeated concept emphasis provide direction to the children using basic concepts (Spielvogle, n.d.). In Spielvogle’s example, a teacher could...