‘All children and young people need to play; it is a biological, psychological and social necessity that is fundamental to healthy development’.…
For example toys could be added to the sand or glitter into the water. For this activity the practitioner should have a range of different toys of different sizes, shapes and textures for the child to explore with. Encouraging them to talk about it and asking things like ‘how much water can you get in that bucket’. It is important to ask open ended questions so the children can express their idea’s. The range of toys and materials could help discuss the different shapes that they can see in the toy box. The children will be able to explore the feel and movement of the water and sand when they are doing certain things with it for example pouring water between two cups. The practitioner can ask the children about how heavy the buckets are when they are filled up with different amounts of water and sand as well as using words like ‘lighter’ or…
Pg. 97). Spontaneous and joyful, subversive or amusing, play can take many forms in daily life as well as in contemporary art. Historian and cultural Theorist, Johan Huizinga gives one…
Generally, and in terms of human development, adults have better abilities and skills to express themselves verbally than children. They may seek counseling to process or resolve complex feelings; ultimately seeking a solution to their pain. On the contrary, children may not understand their overwhelming feelings and play therapy can assist them in expressing their thoughts and feelings about their life and those around them through their natural language; play. An example of a play therapy intervention is the traditional use of a sandtray. This paper will review a child’s participation in a sandtray activity. The sandtray process will be reviewed, including treatment and recommendations for the participant.…
The video, "Module 1: When a Child Doesn't Play, Identifying Play Problems and Teacher Interventions" from the video file of Hand-in-Hand: Supporting Children with Play Problems, produced by Educational Productions Inc. (1992), informs the importance of playtime for young children because the playtime is the learning time for them; therefore, if a child does not play, early childhood educators must carefully conduct an observation of the child, reflect gathered information, and set a goal of the intervention for the child's play problem. During children invest their time to play with materials and friends, they are exercising the important skills in, such as social, emotional, physical, cognitive, creative, and language and literacy development.…
Pellegrini, A. (2009). Pretend play (Chapter 10). In A. Pellegrini The role of play in human development. Weisberg, D.S., Hirsh-Pasek, K., and Golinkoff, R.M. (2013).…
“play is the elemental learning process by which humankind has developed. Children exhibit a behavioural imperative and instinctive desire to play. It has contributed significantly to the evolutionary and developmental survival of our species. Children use play in the natural environment to learn of the world they inhabit with others. It is the very process of learning and growth, and as such all that is learnt through it is of benefit to the child.” (welsh government play policy)…
While examining the relevance of past research, I looked at the trustworthiness of authors listed in the bibliography and the body of research already represented on play. Using the bibliography as a guide, noted researchers in the field were listed giving relevance to the study. Current literature was used from Creswell’s expertise on research design. Vygotsky, Piaget, and Freud were sources who represented the foundation in how children learn. The gurus of physical education were not mentioned, Rink, Cooper, Sallis and MacKenzie. Therefore, I talked with Dr. Scott Arrington, physical education and health teacher at West- Oak Middle School who stated…
This article is recent, published within a peer-reviewed journal. The author-conducted research is empirical, qualitative and phenomenologically designed, uniquely enabling children to describe their play therapy experiences and identify factors that influence these experiences.…
“Sand and water play, modelling and using a variety of media, use of scrap materials, dressing up boxes, camp and den building and so on are familiar examples of the use of loose parts in play provision………
Paper presented at the Third European Conference Child in the City, Stuttgart, 16-18 October 2006. Duran, M. & Zierkiewicz, E. 2004. Fortune-telling games played by Croatian and Polish girls. Paper presented at the 23rd ICCP World Play Conference, ‘Play and Education’, Cracow, 15-17 September 2004. Evaldsson, A.-C. 2003. Throwing like a girl? Situating gender differences in physicality across game contexts. Childhood 10, 475-497. Evaldsson, A.-C. & Corsaro, W. A. 1998. Play and games in the peer cultures of preschool and preadolescent children. An interpretative approach. Childhood 5, 377-402. Factor, J. 2004. Tree stumps, manhole covers and rubbish-tins: The invisible play-lines of a primary school playground. Childhood 11, 142-154. Farver, J. A. M. & Lee-Shin, Y. 2000. Acculturation and Korean-American children’s social and play behaviour. Social Development 9, 316-336. Fjortoft, I. 2004. Landscape as playscape: The effects of natural environments on children’s play and motor development. Children, Youth and Environments 14 (2), 21-44. Goodwin, M. H. 2001. Organizing participation in cross-sex jump rope: Situating gender differences within longitudinal studies of activities. Research on Language and Social Interaction 34, 75-106.…
research. This article reviews the empirical studies in this area, including research methodologies such as the observation of free play, self-report methods, and experimental studies.…
All sort of quantitative or function-centred approaches seem to fall short here as well, even the ethnographic ones. On Huizinga´s way of thinking, play stands out as a free and meaningful activity, carried out for its own sake, and being so utterly absorbing that allows us to evade the immediacy of life and, by doing so, play sets its own territory on the soil of “reality”.…
Both qualitative and quantitative data will be collected to assess children’s social skills in terms of their interaction with their peers and teachers. The tools will guide us in understanding parents’ and teachers’ perspectives on outdoor free play and provide concrete evidences of children’s socio-emotional development while participating in outdoor free play. With this considerations in mind, semi-structured interviews, observations, rating scales and questionnaires will be used.…
Individuals pass through what we call the age of childhood. In this stage, children have their different pastimes depending on their field of interests and capabilities. This stage is critical because it involves one’s growth and development. The most common and unavoidable pastime of a child is playing. The type of play they do affect them physiologically, psychologically and socially.…