Footsteps Children’s Centre Play opportunities that promote children’s development Physical play Physical play is divided into two sections fine and gross motor. Fine motor movements are small movements usually associated with the hands. Gross motor movements are large movements to do with the arms and legs. When children have a wide range of play opportunities it allows them to gain physical skills and to explore textures, shapes, colours and sounds. They also need play opportunities with adults which will allow children to learn that play is enjoyable.
For this extended assignment I am going to focus on play and the importance of play is for children and young people. I am going to focus on children up to age of 6. “Play is a spontaneous and active process in which thinking, feeling and doing can flourish.” (http://www.playwales.org.uk/ ). Play is Important for children and young people’s as it can help children to build their confidence. Also, play helps children to develop their physical, mental, social and emotionally.
The first outcome was that play can support a child physically, mentally, and emotionally through their development and growth, play can teach children how to stay safe by challenging safely and exploring physical and emotional risks. Play encourages children to be in control and have choice which enhances their self esteem. Children gain a respect when playing as they learn to communicate well, by interacting with others, and finally children who have explored play in early years become more confident within later life as they are more likely to engage in lifelong learning (Macleod- Brudenell & Kay, 2008). Play is clearly shown to benefit children and provide them with skills they can use throughout
I agree that play-based learning offers diverse opportunities for children to explore, discover and create, they can also discover new things and communicate with peer during free-play time. Frobel said that “Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child 's soul” (Froebel, 1887). He believed in the importance of play in a child’s learning as creative activity. Play provided the means for a child’s intellectual, social, emotional and physical development which are necessary elements in educating the “whole” children allowing them to use all imaginative powers and physical movements to explore their interests. Children are able to develop and practise motor skills and bodily movements through physical plays.
However, there needs to be a line drawn so that we are not too over protective whilst children are playing. By allowing supervised play, we can allow children to have the opportunities to learn out risks, and to later risk assess situations for themselves, all the while being in a safe environment. By allowing children to take risks, which they are very inclined to do due to their curiosity, they can learn for themselves, that, for example, running could result in them hurting themselves and also others. This can help children understand how to proceed in situations which might not be safe, but to do so in a safe manner. This is supported by Pether A, https://www.designsforeducation.co.uk published June 2015, (accessed 30/01/2018), states that "This unstructured style encourages a child’s natural curiosity".
Playing outside enables children to feel free and this is something that cannot be replicated indoors. Children need to feel comfortable in the environment that they learn in and education should be something that they enjoy. When children spend time outdoors while learning their interaction and motivation is increased and this causes them to absorb more information. This leads to a positive outlook when it comes to learning. Emotions are affected by the environment in which we work and play.
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. For example the adult could split the children into groups; a group of advanced gifted and talented children, the norm children and then the children that need a little bit more explaining to be able to complete the work to the best of their ability. Therefore the child with dyslexia may start of on the
Gaining more self-determination will help the child play a major part in their learning and this should be heavily support, also helping the child to build relationships with other adults. Inclusion, this is accomplished through children taking part in a different variety of activities in social and sports within the community. Encouraging the children to become part of the community. Participation is a key factor of inclusion, children learning a different number of activities with a different variety of people, i.e. other children, teachers, an employee or trainee, this is encouraged within the idea of inclusion.
They can be directed specifically to address individual areas such as speaking and listening, or can be used more generally to support all areas as they are interlinked. Play is an ideal way to engage children to communicate with others, as they can interact in a non- pressured environment. You can plan for, monitor and assess different areas of learning using play As they grow older, children will still need to be given the chance to enjoy activities and equipment that support their play, creativity and learning across the programme of teaching and learning. It is important that they are given opportunities to use their own initiative, work with others and develop in all areas. These can often be used to best effect when children are introduced to new ideas in practical, imaginative and stimulating ways.
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