Therefore the child wouldn’t feel left out as they are still joining in with all activities. Although so the child doesn’t feel different to the others the adults could go round and help other children to learn them how to throw and catch so the child doesn’t feel it is just them that needs to have help and 1 to 1 from an adult. Due to this it allows the child as a individual to be able to meet the requirements of learning through group activities while learning the concept of catching and throwing. On the other hand a child with dyslexia may need more time for example to do activities such as answering basic questions or filling in Literacy work sheets. Therefore this can be done in a group activity to make the child feel equal, safe, and secure and welcome in a setting through various ways.
This is because the resources that were needed were not available to be used. Due to this what could take place instead is for the early years practitioner to gather other resources for the children to use for the activity or to just to begin a different activity for the children to join in with. Staffing can become a barrier too. When playing with children it is important that at least another adult is in the room with you. If not then it could potentially have an impact on you completing the activity.
From Bailey (2010) music therapy is just an alternative intervention to enhance the main treatment and make it more effective especially when working in a social situation, creatively using music can help a child better understand the frustrations of others, by the type of music their peers have chosen to express their feelings. Children with ADHD can also express their own feelings through their choices. It adds an extra dimension to learning social skills. The related literature above emphasized the importance of music therapy to the children with disability particularly children with ADHD. Music therapy for Children with ADHD can help in terms of socialization and interaction.
Piaget’s theory is based on assisting others until they can help themselves. Piaget goal is to help children learn so that they can become successful as they reach adulthood. Children learn as they experience different things in their environment. This includes playing with toys and using objects that helps them physically. For example, a child who enjoys drawing could
They using hand to make finger’s movement and they have a freedom how to use it. If they continue play with this toy they can make their own story. Hand puppets help children to improve communication and social skills. Hand puppets are an ideal springboard for developing speaking and listening skills. Children often communicate more easily with puppets, giving them confidence to express their ideas and feelings.
In general, playing is the mutual popular activity among children because playing is fun and flexible, it can be personal, with the presence of others or with the social presence of others (De Kort & Ijsselsteijn, 2008). The researchers and experts believe that the power of play has an important psychological role in children’s development, as reinforced by Sutton-Smith (1993, p. 279) using “play as progress” and “play ethos” by Peter Smith (1988, p. 166) both cited in Pellegrini (1995). Goldstein (2012) stated that pretend play is one of the common types of interactive social play among 2- to 6-years-old children. He also mentioned that as children grow, the nature and function of pretend play will also change from simple imitation to more
It can also enhance the relationship between a child and an adult. To encourage children to talk, it can be useful to have a bag containing toys, colouring pencils, paper, flash cards and worksheets. These items could also support communicating with a child with a learning disability. Older children may find it hard to communicate because they fear their private thoughts will be exposed. A range of things can be used to encourage an older child to talk.
Froebel like to have “gifts” for the children when they entered the classroom, these gifts were various objects such as a wooden box, knitted balls, wooden cylinders, and various geometric shapes. He liked to give the children these gifts to allow them to use their imagination. (Douglas, F.2008). Often he would give the children clay and paper, so that they could create new beings by moulding the clay or repeatedly fold the paper to see what shapes that they could create out of them. He liked to use these objects as he felt that they helped to increase the children’s fine motor skills and attention spans.
A child can develop creativity and abstract thinking skills by working closely with an art therapist. Working with materials like clay and paper gives the child a pleasant sensory stimulation, leading to regulated motor skills and posture. Moreover, creating art can improve self-esteem and thereby better social skills. [ref][Art Therapy](http://www.monarchcenterforautism.org/therapy/art-therapy "Art Therapy"). Monarch Center for Autism.
As a medium of communication, it allows the child to transmit their anxiety, fears, fantasies, and guilt with the objects rather people. Because of children are fantasizing the play, they won’t be overwhelmed by their actions and they will also be safe from their own feelings as it distant from reality. When the child is expressing themselves from the play, therapist must go up to their level of communication to bond with the child (Landreth, Garry L, 2012). For the child, play therapy is more likely counselling therapy to an adult. Just like adults trying to communicate their inner feelings through language children expresses their inner world through symbolic function of play (Garry Landreth & Sue Bratton, 1999).
The role of the adult within children’s play is about gaining knowledge about what the children are and aren’t interested in this is, so practitioners can change the environment based on the children’s interests making their learning through play more engaging and understanding that play should be child-led, and the adult should wait to be invited in to interact within the children’s play if they are submerge within a play activity. This is so adults don’t change the way children are engaging with each other and change the way they use their imagination allowing the children to have child-led play allows them to develop their communication and intellectual development.
The adult also has to be clear on the range of potentials for learning that play offers such as: • Developing skills and abilities • Providing opportunities to co-operate • Developing friendships • Taking turns • Resolving conflicts and solving problems • Developing knowledge and understanding of the world. When planning for play the adult creates an indoor and outdoor environment that provides a wide range of play possibilities. The adult prepares, plans for and organizes activities based on assessment information, the aims and learning goals of the EYFS. They provide children experiences that are safe, challenging, inclusive, and enjoyable for play. They structure the indoor and outdoor environment so that it reflects each child’s individual