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Essays on play and child development
Essays on play and child development
Essays on play and child development
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In recent years there has been a shift in educational theory as more research is done about the positive effects play has on learning and development. One age group specifically that is helped by the use of play in their curriculum is primary school age children. This paper seeks to investigate the impact of fantasy and dramatic play on the development of identity in children ages 5-8. Erik “Erikson built his theory based on Sigmund Freud’s theory of psychosexual development and his own work with children and families. For Erikson, the social aspects that influence human development are more significant in shaping the identity of human personality” (Batra 2013). Erikson’s theories on play describe how it helps children develop their identities by focusing on the social and emotional skills that playing enables. Playing affects children’s self-concept and how they relate to people and the world around them and who they want to develop into. According to Curtis, Erikson referred to the ages of 4-6 as being the play age for children. Play is a necessary “form of self-expression and …is an important vehicle for expressing feelings” (Curtis & & O’Hagan 2003). Play enables a child to achieve control and gain confidence in him or herself. It is a chance for children to develop a cognizance about space, themselves and others (Curtis & O’Hagan 2003). Fantasy play is crucial to this process as it gives the opportunity to role play through various life experiences, both real and imaginary. “Erikson stressed the importance of the life- rehearsal element in fantasy play, suggesting that it helps children come to terms with social issues such as loneliness, failure and disappointment” (Curtis & O’Hagan 2003). These problems exist in everyday li... ... middle of paper ... ...). The importance of play in adulthood. Psychoanalytic Study of the Child.53. 51-64 Batra, S. (Jul2013). The Psychosocial Development of Children: Implications for Education and Society — Erik Erikson in Context. Contemporary Education Dialogue, 10 (2).249-278 Charlesworth, R. (2014). Understanding Child Development (9th ed.). Cengage Learning Curtis, A. & O’Hagan, M. (2003). Care and Education in Early Childhood: A Student's Guide to Theory and Practice. London: RoutledgeFalmer. Erikson, E.H. (1963). Childhood and society. New York, NY: W.W. Norton and Company. Gershon, M. (Jun2013). Why Play Should be Part of Every Lesson. Times Educational Supplement.1(5047).38-39. Lillard, A., Lerner, M., Hopkins, E., Dore, R., Smith, E., Palmquist, C. (Jan2013).The Impact of Pretend Play on Children's Development: A Review of the Evidence. Psychological Bulletin, 139 (1), p1-34
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)....
Prochner, L. & Howe, N. (2000). Early Childhood Care and Education in Canada. Vancouver & Toronto: UBC Press.
Sims, M. (1994). Early Child Development and Care. Education and care: Revisiting the dichotomy, 103(1), 15 - 26.
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
Exploring How Psychologists Study the Role of Play in Child Development Longman Dictionary of Contemporary English, New Edition, 1995 defines “play” as: “[Children] when children play, they do things that they enjoy, often together or with toys. ” Play is one of the most powerful vehicles children have for trying out and mastering new social skills, concepts and experiences. Psychologists, such as Faulkner (1995), present evidence that play is seen as a mean of developing social skills and interpersonal relationships with others. The first section of the essay will present the different approaches psychologists use in the quest to learn about the role of children’s play and their related issues. This section will briefly define the nature of play and the different types of play that influence social development.
Early childhood teachers often say that “play is a child’s work” while some parents ask ‘Did my child just play all day?’” (Rice 1). Many people do not realise how important play is and what role it plays in the development of their children. Teachers provide opportunities for children to have spontaneous, unstructured child-initiated play experiences by providing stimulating materials to “enhance and entice children into play” (Rice 2). These materials include loose parts and are open-ended and spark creativity by providing children opportunities to think, plan, and carry out their play (Rice 2). Limited learning may take place if teachers do not make play easier and maximize the benefits (Rice 2). Teacher support is also a necessary component
...Fein, G. G. 1981. Pretend play in childhood: An integrative review. Child development, pp. 1095--1118.
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
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
Children have a natural inclination to play, alongside a natural instinct to learn and to be curious and inventive, which are characteristics of the human race in general. This quote taken from Janet Moyles is a good starting point for this essay. It is well known that children love to play. If a child were to be left to his/her own devices they would happily play and create new worlds anywhere they were left. It has been well documented and researched that children learn excellently through play. However they are not always given the opportunity to do so, instead being told to, ‘finish your work and then you can go play’. Obviously this is not always the case, but the fact that it is a common practice shows that we do not all fully appreciate the importance of play to children’s learning. This essay will attempt to show how children learn through play, making reference to current theory and practice. I will also give examples from my own first-hand experience of how children learn and develop as people through play.
Creating a questionnaire to measure fantasy orientation in children is rather an interesting task. We all have heard stories, believed in fairy god mothers, feared monsters and waited eagerly for the Santa. Have you ever wondered when we started distinguishing the reality from the fantasy and how stopping being a child influenced our growth. The purpose of the fantasy orientation questionnaire is to explore the same with the help of relevant literature and various scholarly researches. This essay starts with a critical discussion of what Fantasy orientation is, drawing significant points from various studies conducted on the matter. It continues to conduct an elaborate research with a group of 50 pre-school and kinder garden children aged 2 to 5. It presents arguments on how this questionnaire is relevant in measuring the fantasy orientation among children effectively than other methods.
At 3 to 5 years of age, many children become interested in fantasy play and imaginary friends. Fantasy play allows children to safely act out different roles and strong feelings in acceptable ways. Fantasy play also helps children grow socially; they learn to resolve conflicts with parents or other children in ways that will help them vent frustrations and maintain self-esteem.
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
Exercising the imagination through pretending helps children to understand and integrate into the world around them. By participating in creative play, children become more expressive and more able to comprehend complex social situations and conflicts. It improves a child’s intellect as he or she is able to improve problem solving and coping skills. Physically, it allows children to fine-tune motor skills, and emotionally, it leads to an outlet for emotion and to positive socialization (Miller). But television watching and playing on the computer has begun to replace creative play.
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.