Lifter, Karin, et al. “Overview of Play: Its Uses and Importance in Early Intervention/Early Childhood Special Education.” Infants & Young Children, vol. 24, no. 3, 2011, pp. 225–45. CrossRef, doi:10.1097/IYC.0b013e31821e995c.
Through the use of teacher directed and student initiated activities, students become more engaged in learning and therefore develop the skills necessary to become self-directed learners. By stimulating their interest and motivating a love for learning, teachers can use preschool curricula to build school- and life-related skills. There have been links between play and child development, especially in the areas of creativity, reasoning, executive function, and regulation of emotions (Bodrova, Germeroth, & Leong 2103). Active play is needed for healthy brain growth and not only strengthens muscles, but stimulates brain activity leading to higher levels of interest and curiosity. Through play children are able to try out different ways to handle and address stressful or hurtful situations and stand strong when facing challenging situations. Play enhances children’s memories and attention spans and allows children to connect their ideas into realities and realities into deeper understandings. Play supports children’s language development by improving their verbalization and receptive/expressive vocabularies. Using preschool curricula to build school- and life-related skills is a great practice as long as it is developmentally
Around the world children are able to express their creativity daily through the medium of play. Children play everywhere, at home, outside, at parks, at school, and many other places. This activity is enjoyable yet at the same time children learn how to solve problems, cooperate, take turns, and get along with others without even realizing that they are learning. Additionally, they develop motor skills such as climbing, running, grasping, and balancing all while participating in various types of play. Authors, Gordon and Browne state “Through play, children learn about the world: what color purple is, how to make matzo balls, and how to be a friend” (120). Therefore, play is not only fun for the child; it can also become a learning experience.
Using manipulatives in the classroom is an amazing way for kids to not only explain, but also show their thinking and cognitive skills. Throughout my observation of this assignment there were several manipulatives used in the centers as well as lesson plans at the schools I observed at. Manipulative play is easy to set up and can happen indoors or out. The definition of a manipulative would be physical objects that are used as teaching tools to engage students in the hands-on learning. They can be used to introduce, practice, or remediate a concept. It is highly important that schools and childcare centers incorporate this type of learning into their programs. A manipulative may be as simple as grains of rice or as sophisticated as a model of our solar system or even blocks for math. Concrete models can also be very beneficial to a child’s understanding when using manipulatives, due to the fact that help with real situations they may possibly encounter. The manipulatives I saw in the classrooms would be blocks, bears, straws, a rug chart, as well as colored sticks. Majority of these items were used for either counting or sorting. According to Caston Cain, “All aspects of manipulatives practice fine motor skills from picking up pieces to stacking, snapping together and even taking
Numerous sources have concluded that it is a necessity for children to have time to play for countless reasons; this includes the development of their mind and bodies. When observing a young child at the age of 4 on November 1st, 2016 I found information that supported why play was essential to children 's development. When conducting this observation I was unable to participate in the children 's classroom activities, but only allowed to watch and listen. During this observation, we were asked to pick one student to observe for this observation. I chose a student whose name was Wyatt, he demonstrated that play is a crucial part of their learning in terms of mood and interactions.
Play is necessary for normal cognitive development. When looking at the stages developed by Jean Piaget, it is not difficult to understand how his theory influenced the concept of play therapy. His four stages are greatly influenced by play. In the first stage (sensorimotor) the child learns about object permanence as well as how to master his or her own bodies and external objects. The child does so through practiced play, he or she learns to manipulate objects and the effects of play on their environment. During the second stage (preoperational) the child’s language is at its peak learning, and the child does so through role playing and make-believe games. By the end of this stage, the child starts to become more interested in games with rules, structure and social interaction. The third stage (operational), the rules of play are more focused on the social aspects and are connected with acceptance by the group. During the last stage, (formal operations) the child’s play becomes more competitive and games with codes of rules begin to
“Techniques of Play Therapy: A Clinical Demonstration” presented by Nancy Boyd Webb, introduces play therapy. Dr. Webb skillfully interacts and assesses 4- to 12-year-olds, and implements effective interventions using drawing materials, clay, play dough, puppets, dolls, blocks, and card and board games. The three segments of her therapy procedure are the initial play therapy sessions, follow-up sessions, and an initial parent interview.
A major question that is continuously being researched and observed is whether children’s play is beneficial to children’s development. While many scientists have proved that play is, in fact, helpful in the development of children, I want to research how the different types of play affect children’s development, specifically children that are transitioning from late infancy to toddlerhood. The four different types of play that I will focus on observing is exploratory and manipulative play, functional or relational play, social play routines and pretend play. Furthermore, I would observe the children’s agency during their play and the social structures that can prevent children from playing, thus, resulting in lack of development.
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.
Despite all of play’s weird attributes, it is a wonderfully important activity and experience. The lack of play within early childhood programs is impractical and disappointing. American’s are denying their students what they need, so they can measure their student’s academic intelligence, thinking little to none about their student’s social and emotional intelligence, which are just as important. Play is so much more than just play. Play is necessary. Play is learning, engaging, thinking, understanding, caring, knowing, experiencing, and lots more. Play needs to be restored in America’s early childhood