On February 19th and 28th I was able to observe play in Ms. Maclachlan’s kindergarten class. In this class the children in this class were around 5 years old. The first observation on the 19th was located in their gym there were a mix of the class I was observing and 3 to 4 year olds and around 30 kids total. In the gym there was a number of materials from large noodle, bikes, tunnel like structures, and even books. The gym was also split up using cone to create an individual space for the bikes and a reading center. The second observation took place in their normal classroom with only the one class of about 16 children. This room once again had individual areas for the different activities or play the children could part take in. Some examples …show more content…
While observing I was able to observe all of the types of social play except for cooperative-competitive play. This type of play is described as play activities patterned towards team victory and is common for ages 7-8 years old. It is likely that because the children I observed were 5 years old they haven’t developed enough to want to do that type of play. Although types of social play I observed the most were associative, cooperative, and parallel. In parallel play the children play side by side with out interaction. I observed this in the gym with children collecting noodles but not interacting with one another. One of the other types is associative play during this type of play children paly together sharing and form groups. An example of this type I observed was together 2 children throw a ball back and forth, sharing the ball. Also, there is Cooperative play this type is more complex it involves group play with the division of labor and shared common goals. I observed cooperative play when a few children created a fort with blocks imagining it is was a smoothie shop and the wooden cylinders are smoothies for sale. One child tells another he will sell the smoothie and the other will make them. They have a common goal of selling the smoothies. Another type I observe was solitary play and I observed this more in the gym with the younger 3-4 year olds. I observe one child that was content sitting on the side playing with a ball by
14.01.16 – 21.01.16 During this block I was given the opportunity to take floor book for the first time. As previously mentioned, I had difficulties communicating with some of the children in the nursery. I strongly believe my communication have come a long way since reflecting on them and this improvement was presented during floor book. I was able to quickly identify that the children had a mixture of abilities when it came to understanding and answering questions.
Mildred Parten described 5 kinds of social play with increasing advancing levels from alone to creative playing together: solitary play, onlooker play, parallel play, associative play, and cooperative play. (Berger p 320). Active social play creating peer acceptance when children are creatively chasing, racing, tumbling, tackling while keeping the game fair, long lasting, and fun for all builds strong social skills.
I come to class with excited feeling and joy to learn and work with children and staff in this class. I dress appropriated clothes and comfort to work with children all day long. I avoid absences and spend as much as possible time in class to learn and be with children. I get used to the classroom routine schedule and ask with my colleague and teachers activities and events that occur between children that I don’t understand. I remain positive attitude in the classroom all the time.
using the bronfenbrenner’s model it is important to understand the environment the children were in. The first classroom was that of Miss P and Pb. Miss P is an experienced teacher having
T2: Children and Young People 's Play and Learning Play is when a child or anyone for that matter can be inventive, creative and be free to do what they want during play. They can do what they think when playing, getting across the way they feel. Play is possibly the one main process which can let your imagination roam freely and forgetting about reality. I will also be discussing theorists and their theories associated with play, evaluating and assessing it 's effect on practice. Children are greatly affected by their play, as it can increase their holistic development and general everyday skills.
The children were building big blocks in a small group to put a block on the tower which help them learn the interaction and cooperation through play. Each of them took turn to contribute to the tower, look around for more blocks, and happily knock it down with a cheer “YAY”. The nursery joined the toddlers at the Lego block corner. They develop their fine motor skills to get those small blocks to go together in the way they wanted to create in their imagination. They engaged their minds to think how to put things together and find a way to put all the pieces together, which supports their thinking and problem-solving skills.
that mean the child may see another child playing, and may sit down to play but without any interaction . The children if they are at the same age, may not understand each other but they will be happy to play separately alongside each other
Even if you’re not involved in their play it offers a sense of reassurance to children. You can also support a play based approach to learning by encouraging children to play with things they may not have played with before e.g playing with the resource yourself alongside the child. If a child sees what you can do with the resource then they are more likely to eventually participate along side you, copying what you are doing. 4.3 Evaluate different materials and equipment to support play based learning opportunities for children in their early years
Around fifteen minutes, the child I was observing got out legos,took them to the carpeted area and then started to play with them. He also invited others play to with them. This behavior shows initiative. He wants to be friendly and show he can do things. This behavior is congruent with Erikson's, initiative v guilt stage of development.
Children are able to develop and practise motor skills and bodily movements through physical plays. During some cognitive games, such as board games and educational toys, children can improve their mental fitness and brain function. Play also provides opportunities for children to make friends, to negotiate with others, and to develop their communication skills. It helps extend language and improve children’s social ability. I believed that play is essential to children’s education that cannot be minimized and separated from learning.
They held it really well with the children 's. The children’s carburetor with the adults well. so , they made me wait till they had all the children 's back in the building and settle down. The class i choose to observe was preschool. I wanted to see older kids behave with other childs. The stages are different from toddler to be preschool.
While I was observing the students in the Mr. Kastles classroom, I noticed that some of the girls were playing with their hair, messing with their nails or biting their nails. Some of the students were putting their hands on their head and face; crossing their legs, playing with the pages of the book or playing with their pencils. There were a few students that had their eyes closed and rubbing them. Most of the students were doing the same thing. But very few were different.
The practitioner planed an activity which highly emphasizing on play such as play dough session (refer to appendix 4). In the activity, children were asked to pair with their peers and mold things collaboratively using the play dough. Throughout the play dough session, there were interactions between Lily and her partner. Practitioner pursues play as a tool to support Lily and her development of personal, social and emotional development. The results in Appendix 5 show that Lily initiates and starts the conversation with her partner.
I end this paper with a concise conclusion. Observation 1 • Summary Daniel is in the dining area of the childcare Centre where breakfast is being served by the teachers. There are three teachers with children ranging from 20 months to 6 years. There are 20 children at the dining area. • Evaluation
Despite it being easy to list down various play activities, it is difficult to come up with a set definition for it although it is widely accepted that play should very much be free, unstructured and mostly child-initiated. The purpose of play and the supposed benefits the different types of play aids in the development of a child will be further discussed. Given that play is such an integral part of a child’s life, based on evolutionary perspectives, there has to be a reason why children engage in play and thus classical play theories attempt to explain the purpose of play.