Child Development Theory

Play may be best described as a biological state in which fuels healthy, normal development (Committee on Hospital Care, 2000) in both children and adults (Brown, 2008). Brown further indicates that play is a state that we engage in throughout our entire life process, although most of what has been uncovered on the subject is linked to the field of child development and rooted in specific developmental theory. Although play is an innate characteristic of human interaction and learning, it comes with a certain objective, goal and identifiable process depending on age group (Lecture weeks 1-3, 2017). Thus, making play a powerful tool for analysis for social, emotional, cognitive and physical wellness (Committee on Hospital Care).
The various theories spearheading the evaluation of play are associated with some of the leading Development theorist such as Vygotsky and Piaget who provide clear cognitive or intellectual capacities in which guides play (Lecture Week 1, 20017). As such, a specific goals of play may be cognitive or intellectual development in which children are able to identify roles, symbolism, organization, schemas, communication, moral development and

Usually regarded as the predominant character trait that fuels our communication and interactions, temperament is constitutionally based (Lecture Week 1, 2017). It is also dependent upon our environmental stimulus and primary interactions with those who control that universe, for example: parents. In return if a child is avoidant or accepting will determine how the universe responds to them, the nature of their friendships and the richness of the interactions who might show favor toward an easy child verses one that is aloof and nonresponsive (Lecture Week 1, 2017). Once one has a clear understanding of the mechanisms behind play, they begin to identify what play looks like and classify these interactions by age-appropriateness, type of play and