Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Play is the main activity of children’s everyday life in all cultures
Play is the main activity of children’s everyday life in all cultures
Play is the main activity of children’s everyday life in all cultures
Don’t take our word for it - see why 10 million students trust us with their essay needs.
There are many misconceptions of what play is, it can be mistaken as being an antinom of work, and people consider play as being something one does while being immature and believe that play is grown out of as one grows up. Psychologists, Gaskins, Haight and Lancy studying play in relation to culture identified three cultural views of play that impact children's play. The first is culturally curtailed play, the perception that some pre-industrial societies have; which is that play has limited value but is tolerated, although certain types of play are discouraged. For example, in Mayan studies performed by Gaskins in 2000, in the Yucatan, she found that the pretence involving any kind of fiction or fantasy was considered telling lies. The second cultural view on play is called culturally accepted play. The view that some pre-industrial societies parents have, which is that play is expected of children. The parents view play as useful to keep children busy and out of the way until they are old enough to be useful. However the parents don't encourage it or participate. Consequently, children play more with other children. The third cultural view on play is culturally cultivated play; this view is pertained by middle-class euro-American families. To parents play is a child's work, and is encouraged. Adults view play as important and believe it is important to participate as well. The word play is a noun as well as a verb, the online dictionary definition of play is an exercise or activity for amusement or recreation to amuse one, and to take part or engage in a game. According to WCBC, play is defined as what children want to do and what they choose to do when given the freedom, independence time and space to determine their own behav...
... middle of paper ...
...101-129) Mahwah, NJ: Lawrence Erlbaum.
23) Bornstein, M. H., Venuti, P., and Hahn, C.-S. (2002). Mother-Child Play in Italy: Regional Variation, Individual Stability, and Mutual Dyadic Influence. Parenting, 2(3), 273–301.
24) Opie, I.A. and Opie, P (1959). The Lore and Language of Schoolchildren. Clarendon Press.
25) Whitebread, D. (2000) Teaching numeracy: helping children to become confident mathematicians in D. Whitebread (ed), The Psychology of Teaching and Learning in the Primary School, London: RoutledgeFalmer
26) Whitebread, D. (2010). Play, metacognition and self-regulation. In P. Broadhead, J. Howard and E. Wood (Eds.). Play and learning in the early years. London: Sage.
27) Whitebread, D. (2011). Developmental Psychology and Early Childhood Education. London: Sage.
28) Wiedemann, T. E. J. (1989). Adults and children in the Roman Empire. Taylor and Francis.
Early Childhood is marked by a time in children’s lives when they develop “a confident self-image, more effective control over their emotions, new social skills, the foundations of morality, and a clear sense of themselves as boy or girl” (Berk, Kauffman & Landrum, 2011, pg. 45). According to Erik Erikson, early childhood is a period of “vigorous unfolding,” one where children have a sense of autonomy and a new sense of purposefulness or initiative (Berk, Kauffman & Landrum, 2011, pg. 45). Play is a means for children to learn about themselves and they begin to adopt the moral and gender-role standards of the society in which they live (Berk, Kauffman & Landrum, 2011). A negative outcome of early childhood is the guilt children feel as a result of excessive punishment and criticism by the adults in their lives (Berk, Kauffman & Landrum, 2011)....
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
Many theorists have tried to define play as a concept, however, no two agree on a set definition. Their backgrounds and induvial lifestyles influence the way they see the importance of play. Reed and Brown also believe that there isn’t an agreed definition of play because is something that is felt rather than done (Reed & Brown, 2000 cited in Brock, Dodd’s, Jarvis & Olusoga, 2009). In spite of this, it is clear that most theorists uphold the ethos that play is imperative to a child’s learning and development. There is a wide range of different studies and theories which helps us develop our own perception of what play is. In my personal experience I have found play to be a way of expressive our emotions, exploring and learning new things, thus
Langlois, J. and Downs, A. (1980) Mothers, fathers, and peers as socialization agents of sex-typed play behaviours in young children. Child Development, 51, (pp 1271-1247).
Mathur and Parameswaran (2015) posed many of the questions that early-childhood educators have regarding the role of play in child development. The questions primarily focused on how play amongst children is affected by development, biology, nurture, gender and culture. The authors cite other research, which concludes that though play is universal and cross-cultural, theoretical and empirical evidence support the notion that there are gender differences in the play of children. Citing the social learning theory, Mathur and Parameswaran (2015) argue that children learn gender roles at a very young age due to the positive reinforcement they receive from their parents. The positive reinforcement is indicative of the parents rewarding their children’s
Heichelheim, Fritz, Cedric A. Yeo, and Allen M. Ward. A History Of The Roman People. New Jersey: Prentice-Hall Inc., 1984.
When Albert Einstein stated that “play is the highest form of research,” I believe that from a child's perspective he could not have been anymore right. Through analyzing the play episodes of a four year old girl named Noelle, I was able to relate my observations to research and theory regarding the development and benefits of play that influence the social, emotional, and cognitive development of children. As children play they learn which helps them to progress and develop their minds and social skills. Play is one of the most influential exercises to progressively develop children.
Play helps build sturdy learning foundations because later levels of learning are built upon the earlier ones. All types of play, from fantasy to rough-and-tumble have a crucial role in the development of children. It is the lens through which children experience their world and the world of others. If deprived to play, they are at bigger possibility for atypical development and deviant behavior. Without play, self-control does not develop satisfactorily Goldstein, J. (2012)
Play is such an important part of the learning and growing, especially for children. Children engage in many different types of play, but the play I saw the most when I observe the children of my daycare is sociodramatic play. The book Understanding Dramatic Play by Judith Kase-Polisini defines sociodramatic play as “both players must tacitly or openly agree to act out the same drama” (Kase-Polisini 40). This shows that children play with each other and make their worlds together as equal creators. Children also work together without argument. There is also some personal play involved in their sociodramatic play. The children involved in the play worked to make a family having dinner, which is great example of how this will prepare them for
...ctive. Play is an essential learning tool and one that must not be ignored within the classroom. It is a catalyst to help children develop socially, emotionally, physically and cognitively. It is not only an important part of a child’s development as a pupil but also a child’s development as an individual.
To investigate the notion of numeracy, I approach seven people to give their view of numeracy and how it relates to mathematics. The following is a discussion of two responses I receive from this short survey. I shall briefly discuss their views of numeracy and how it relates to mathematics in the light of the Australian Curriculum as well as the 21st Century Numeracy Model (Goos 2007). Note: see appendix 1 for their responses.
Skemp, R (2002). Mathematics in the Primary School. 2nd ed. London: Taylor and Francis .
...ett, S. (2008) . Young children’s access to powerful mathematical ideas, in English, Lyn D (ed), Handbook of international research in mathematics education, 2nd edn, New York, NY: Routledge, pp. 75-108.
Before diving into my research, I reflected on the knowledge I already knew regarding play and play based learning. From experience, I know that play is an enjoyable activity for children, and even some adults. I know that there are different ways one can play. For example, playing with others is known as cooperative play and playing alone is considered solitary play. There are different types of play. For example, there is dress up or pretend games, which is considered dramatic, play and there is playing with building blocks which is constructive play. After my reflection I realized that I was more knowledgeable on the action of playing rather then the benefits of it.
A very wise man; Charles Schaefer, once said “We are never more fully alive, more completely ourselves, or more deeply engrossed in anything than when we are playing.” To begin with, there is no one explanation about what play really is, other than the fact that it holds infinite numbers of definitions according to every single individual. Play is just not a physical body movement involved in an activity, but more than that if you look outside of the box. For centuries, play has been practiced in its own unique way with not only children, but adults as well.