More handpicked essays just for you.
Importance of socialization in school
Importance of socialization in school
Importance of socialization in school
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Importance of socialization in school
To provide more rigors in developing supportive play settings, teachers have relied on various checklists and rating scales. Discuss a major shortcoming of relying only on these forms of measurement to determine the effectiveness of the play setting.
A major shortcoming of relying only on checklist was that it did not provide much information. Checklist consists of teachers observing behaviors while children are playing with blocks or trying to solve problems. “Checklist have the disadvantage of giving the teacher “quick glance” feedback regarding the stage of development of both individuals and the group”(Hoorn, Nourot, Scales & Alwards, 2011). Checklist does not provide enough information to determine the effectiveness of the play setting. Furthermore, the checklist does not provide enough details when a children play.
According to the book, “various checklists and rating scales to assess environmental features, such as boundaries and links between areas, as well as level of play complexity have been devised” (Hoorn, Nourot, Scales & Alwards, 2011). Teachers are able to collect...
Leong was featured in the May 2003 issue of the NAEYC’s Young Children. The article explores the conflict between children's play and meeting academic standards; more frequently, teachers are forced to limit playtime in order to teach essential skills to students; however because of limited imaginary play, increased academic demands of young children, and more realistic toys, children are almost unable to imagine. Although play has been proven to benefit children’s cognitive and social development, administrators do not consider it to be an important aspect of young children’s education. Because of this, preschool and kindergarten teachers are put in a challenging predicament; in order to compensate for children’s lack of play, teachers would need to prioritize play development at the level in which they prioritize phonics awareness and fine motor skills development. Although it is difficult to do, it is not impossible to incorporate play into the curriculum. Teachers can facilitate mature play by providing multi purpose props, encouraging children to create their own props, and allowing time for children to plan their roles and scenarios for dramatic play. In addition to play helping children develop foundational skills and concepts necessary to master math and reading, it has been shown to increase classroom cooperation, the effectiveness of instructional time, and the number of friendships developed in the
Parten’s idea of child lead stages of play would support JNTCP ‘behaviour that is freely chosen, personally directed’ as when the child is ready to progress they make the personal decision. It could be said that Parten’s job would have influenced the way she views play. Being a psychologist may have led her to believe that child led play is more beneficial for the child’s development as they are able to figure it out for themselves, thus making the child more independent. A teacher idea of play however, would be the opposite to that of a child psychologist, as a teacher would believe that adult led play is more beneficial for a child, as it can have a planned outcome and consequently better the child’s social, emotional and physical development. The Researching Effective Pedagogy in the Early Years (REPEY, 2002) research clearly states that there becomes a point where children need to be supported by an adult in order to further their thinking. Vygotsky theory of proximal development would support the teacher’s idea of child lead play. Proximal development represents the gap between what a child can accomplish alone, and what they can do with the guidance of an adult. Similarly, Bruner’s theory of scaffolding mimics the same idea as Vygotsky, the adult giving a helping hand to the child’s play to better their learning and
Checklists provide a list of activities and expectations that are developmentally appropriate and that are centered on the learner. The checklists normally cover all the major areas of curriculum. Those areas can differ form grade to grade. The performance indicators in the checklists should come from state and national curriculum standards. The teacher should also include their own objectives or expectations in the checklists. Now with every checklist area there should be a detailed developmental guideline that breaks down each area and explains why this area is significant to a child’s development. The guidelines really help with inter-observer reliability. Any teacher should be able to enter a classroom and come up with the same evaluation at the end because the performance guidelines are so clear-cut. These guidelines also pull from multiple different sources including those at the state and national level. In creating these checklists you have the beginnings of a profile for each student. The profile that you can then show to parents or guardians whenever they ask how their child is
Ginsburg, K. R. (2006). "The Species of the World. " The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent–Child Bonds. USA: American Academy of Pediatrics.
An Article by Dr. Leong and Dr. Bodrova (2016) stated that play is beneficial to children’s learning especially when it reaches a certain degree of complexity. When they engage in play activities most of their early years, they learn to delay gratification and to prioritize their goals and actions. They also learn to consider the perspectives and needs of other people and to represent things significantly to regulate their behavior and actions in a cautious, intentional way.
...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.
What is play? Play is defined as engaging in activates for enjoyment & recreation rather than a serious practical purpose. Playing is a disorganized voluntary spontaneous activity, which may include objects, one’s body, symbol usage, and relationships. Play is flexible, individualize, grouped, motivating, self-directed, open-ended, or self-directed. (Smith, 2013) (Saskatchewan Ministry of Education, 2010)
..., J., & Garzoli, E. (2007, November 11). The Effectiveness of a Play-Based Curriculum in Early Childhood Education. Retrieved from http://teachplaybasedlearning.com/8.html
...ng in the educational context requires teachers as the competent adults or instructors, it demonstrates the importance of teacher presence in all areas of the curriculum especially in play. Whether through Piaget’s cognitive constructivism or Vygotsky’s zone of proximal development, it is important for teachers to actively participate and interact with the children to foster their cognitive and social development. To scaffold children’s play, the teacher is important in roles such as creating the right play environment by preparing adequate materials, designing the playing space and ensuring adequate play materials, designing appropriate play experiences to structure and facilitate the children’s development and facilitating interactions among the children and between themselves and the children to facilitate and support meaning making (Module 2 & Module 3, 2012).
However, despite the unquestionable link to a brighter future for the children who engage in it, less and less time is being allotted for play in the classrooms. As standards for what children are expected to know at younger and younger ages continues to rise along with the demand for standardized testing from the state, time for play is being sacrificed. Adults are choosing to get rid of time for unstructured play and recess to make time for this new testing interfering with the time allotted for children to learn independently through play. Cutting play and recess is a mistake, and here is why: “recess gives students time for social interactions: for students must be able to initiate, negotiate, cooperate, share, and build relationships with one another--skills that are highly valued in the adult world but that often are quite different from work or play under adult supervision and control” (Chang). Those skills learned through play, are often not the sole purpose of a classroom lesson and could potentially be the only place they learn those needed skills. Play is an affective measurement in the classroom as well as outside of the classroom and children can learn so much from it if only given the chance
The children are put through different learning experiences and tasks, for the professionals to evaluate and observe their different development stages. All this helps to understand the children’s adult characteristics for future life as every child’s play experiences are crucial to their adult life.
Thinking back on my childhood, I first remember all the times I played outside in my backyard. I would pretend to dig up dinosaur bones or create imaginary realms of ancient lands; there I would perform diplomatic services for the people in need. I was usually alone, and those are some of my fondest memories. When I first decided to become a teacher and thought about what is important to my philosophy on how children learn, I immediately knew I was a strong believer in play. Although, many decision makers such as legislators and school district leaders believe in more academic types of learning styles, my paper will discuss why play is so powerful and important to children.
The Play Strategy for Scotland is a national initiative that is very much relevant to my topic. The main aim is to create the best place for children to grow up in Scotland. It also aims to achieve making children able to play safely in their environment. The initiative links to my topic as it identifies the importance of play being a life-enhancing daily experience and its contribution to a happy, healthy childhood. The Play Strategy also protects children’s ability to play. (The Scottish Government, 2013)
I am very much the type of person that prefers hard copies such as books, magazines, or newspapers so I started there. I looked at past textbooks I have used during my time in school and found two that were extremely helpful; the first titled Play, Learning and the Early Childhood Curriculum by Elizabeth Wood and Jan Attfield, and the second titled Crisis in the Kindergarten: Why Children Need to Play in School by Edward Miller and Joan Almon. After finding two books, I decided it was time to look on the Internet. Instead of using the normal Google search, I decided to use Google Scholar as a way to find dependable sources. I used the key words pay based learning, childcare, and teaching styles. From those key words alone I found many scholarly articles and experiment papers. One article I really liked was by Ageliki Nicolopoulou, a professor from Lehigh University located in Pennsylvania. What stuck out about her article was that she also used the text by Miller and Almon. Another source I reference in this paper is How Dramatic Play Can Enhance Learning by Marie E. Cecchini, which I quickly mentioned above. Dolores A. Steglin wrote the last article I used. Her article Making the Case for Play Policy: Research-Based Reasons to Support Play Based Environments was really helpful when I started to link the NAEYC Code’s and Early Childhood Educator Competencies to play based learning strategies. I also used
Holistic development of young children is the key determination and through play they are able to survive and become physically healthy, able to learn, and emotionally secure and into where they progress into responsible and productive adults with positive reinforcements in the future. When there are societal issues that are barriers such as “technology, childhood obesity, culture, etc.” (Gaston, A, Module 1, Unit 1, 2016), children are then unable to revel in freedom of movement in where play is adventurous and brings out positive behavior. “Play supports the holistic development through the development of intellectual, emotions, socially, physical, creative and spiritual” (Gaston, A, Module 1, Unit 2, 2016), signifying that holistic development is an important factor to be aware of as the child grows. An example would be when in Workshop 1 of Social and Cognitive Styles of Play, we had to play in the given activity for the time being and observe our members and distinguish what kind of cognitive play it was. And one of the assigned question to