Play helps equip children for what life may throw at them. Children are born to be actively engaged and explore the world with their own eyes. Through play children learn what it means to fail in life as well as what it means to accomplish a goal. Play is not only a strategy to keep children entertained in early childhood, but also allows children to learn how to create and work together at an early stage. Children at play has been undervalued by society without realizing that “playfulness is that benign base on which the most valuable worlds of children can be successfully built (Iakov, 2012, p. 25),” meaning that play is a fundamental strategy that assist children to develop experiences for the future.
Erikson's theory refers to this period of time as the Initiative versus Guilt stage. It is during this stage that children exhibit a wealth of new perceptual, motor, and cognitive skills which are used to accomplish tasks. Accomplishment of such tasks is an example of initiative, but failure to successfully complete the tasks can result in feelings of guilt (Santrock, 2017, pg. 238). Erikson's theory describes the children having a sense of self, in that they judge themselves based on performance of tasks; another way that children recognize themselves during early childhood is through physical characteristics, material
THE IMPORTANCE OF CHILD AND ADOLESCENT DEVELOPMENT FOR EDUCATORS Education plays a vital role in developing children mental and social skills. Children and adolescents pass through lots of development stages on the way to becoming adults. Children develop physical, cognitive, linguistic, cultural, social, psychological and ethical, but they all develop at the different rate, as they do tend to follow stages. A teacher needs to understand what a child at a certain age should developmentally be able to do. Research in developmental neuroscience has demonstrated that children grow at different rates and may not achieve the same stage at the same pace.
It was especially emphasized by Vygotsky (cited in Santrock, 2012, p.438) who believed that play is "an excellent setting for cognitive development", crucial in the first few years of life. During play, children are capable of functioning within the zone of proximal development (ZPD), which means that they are able to do things they are usually not capable of yet (Vygotsky, cited in Brennan, 2012, p. 162.) This ability to operate outside their capabilities is crucial, as it allows children to expand their interests and knowledge, and play is an excellent opportunity to do so (Riley & Savage, 2000,... ... middle of paper ... ... and Assessment, NCCA. Rennie, S. (2003) Making play work: the fundamental role of play in the development of social relationship skills.
Children need to expand their abilities through their play experiences, and also through their fun experiences, they can develop correctly. Early youth education plays a large part in a child's early development. It is mainly dealing with children ages 4-5 the goal of Early Childhood is to help and teach students who first time learners. It provides an education for per-kindergarten children in our country that is provided in a variety of settings. These children represent more and more diverse backgrounds, experiences, and risk factors, and reflect a wide range of special needs.
These milestones are basically “what children should know and be able to do”. (Shala 7). Because of this early childhood development’s main goal is to thoroughly progress a child’s potential in their social, motor, and cognitive development. (“Early” 1). While development itself is made up of changes in the amount of difficulty attempting certain activities and acquiring skills, gradual movement from basic to complex adjustments in learning, and gaining new ways to move one's body.
Children are given the opportunity to grow and develop through their play experiences. Educators support the children by giving them the proper tools and materials, and modeling the behaviours and skills they would like the children to follow to develop appropriately. Children will learn to do many things with the help and guidance of their educators, but while the children are playing, the main focus is on them and how they will learn and interpret things. Children are continually growing and developing through many different ways. They grow physically, cognitively (mentally), and finally emotionally.
At a time when the accepted traditional methods of teaching were more adult directed, the Montessori Method focused on child directed learning. Maria believed that there were multiple pathways to learning and with hands on learning the child may be the creator of his own education. She believed that there is a link between the emotional development of a child and his ability to learn. She felt that the first six years of a child contributed significantly to the cognitive development of the child and that there is infinite potential in each child regardless of the diverse cultural, socio economic and socioemotional background of the child. The child is especially sensitive to acquiring knowledge from his environment, from the age of three to the age of six.
The human process of growth and development result from the interrelated effects of heredity and environment. Humans simultaneously grow and develop in physical, cognitive, psychological, moral, and spiritual dimensions, with each dimension being an essential part of the whole person. (Lippincott Williams and Wilkins, 2008, p. 393) The stage of development that I have chosen is for the ages of two to five. This stage of development is rewarding to watch as a parent but can also be very challenging. During this stage of development children are learning so much, and they are trying to be independent.
A schema allows an individual to make sense of the world as scheme are experiences, memory, and information. At age two, children enter the preoperational stage. During the preoperational stage of cognitive development, children learn how to think abstractly, understand symbolic concepts, and use language in more sophisticated ways. During this stage of cognitive development children become insatiably curious and begin to ask questions about everything they see. Thinking in this stage is still egocentric, meaning the child has difficulty seeing the viewpoint of