Unit 4 – Children And Play (continued)
D1- Identify (three) different settings where children might play D2- State the typical age range and the stage of play of the children who might play in the setting D3- Describe (ONE) type of play that may take place in each setting D4- Describe (One) activity or experience in which children might demonstrate each type of play The first setting where children might play is pre-school the kind of play they would carry out is constructive play the age range would be 2-5. Constructive play is when children manipulate their environment to create things. This type of play occurs when children build towers and cities with blocks, play in the sand, and construct contraptions on the woodworking bench and draw murals with chalk on the sidewalk. Constructive play allows children to experiment with objects; find out combinations that work and don’t work; and learn basic knowledge about stacking, building, drawing, making music and constructing. It also gives a sense of accomplishment and empowers them with control of their environment. Children who are comfortable manipulating objects and materials also become good at manipulating words, ideas and concepts. The second setting where children might play is the local park the kind of play they would carry out is Physical Play the age rage would be 2 years onwards. Physical play is motor play witch provides critical opportunities for children to develop both individual gross and fine muscle strength and overall integration of muscles nerves and brain functions. In physical play children run, jump, climb, slide and balance. The third setting where children might play is adventure playground the age range would be 5-7 the kind of play that could be carried out is fantasy play. Children learn to abstract, to try out new roles and possible situations, and to experiment with language and emotions with fantasy play. In addition, children develop flexible thinking; learn to create beyond the here and now; stretch their imaginations, use new words and word combinations in a risk-free environment, and use numbers and words to express ideas, concepts, dreams, and histories. In an ever-more technological society , lots of practise with all forms of abstraction- time, place, amount, symbols, words, and ideas- is essential. D5 – identify a theory of play related to (ONE) type of play A1 – Discuss how the identified theory of play helps understanding of children’s play Imaginative play is a crucial part of children’s normal development according to Lev Vygotsky theory. He believed that imaginative play “ is actually a complex process that affects all aspects of a child’s life”. Young children learn by imagining sometimes you can see a child pick up and object and pretend it is something completely different, or even play and pretend to be mummy, daddy or a bunny and jump around just like one. But this pretend play is not as simple as it may seem. The process of pretending builds skills in many essential developmental areas. Such as thinking skills because imaginative play provides children with loads off different problems to solve, language skills are also a part of imaginative play as it helps your child understand the power of language, and also social and emotional skills witch just like Vygotsky said “children are learning to control their impulse and follow the rules of play”. Systematic research has increasingly demonstrated a series of clear benefits of children’s engagement in pretend games from the ages of about two and one half through ages six or seven. Actual studies have demonstrated cognitive benefits such as increases in language usage including subjunctives, future tenses, and adjectives. The important concept of “theory of mind,” an awareness that one’s thoughts may differ from those of other persons and that there are a variety of perspectives of which each of us is capable, is closely related to imaginative play (Jenkins &...
Bibliography: AND REFERENCE
1. http://www.psychologytoday.com/blog/beautiful-minds/201203/the-need-pretend-play-in-child-development 27,02,2014
2. http://www.childs-play.com/teacher-zone/diversity_and_equality_for_tea.html 27,02,2014
Please join StudyMode to read the full document