The type of play that is found in early childhood are things that use their hands, and minds. Using games/toys helps kids interact with other kids to create a social environment and comfort. Play also helps children learn in many ways (Myers 2012). You usually find kids playing with blocks, building things, and games that use their imagination (Guyton 2011, p. 52). Rattle your Brain uses their hands, ears and minds so they can increase those senses in their development.
Play can be a natural way for children to relieve stress and work through different emotions and experiences. In addition, play presents a natural opportunity for children to share information and knowledge. Children can communicate verbally, using words or their bodies, postures and other non-verbal cues and these messages can be simple or more complicated. Play is a child’s work, and just like adults need to concentrate while working. Children might become very involved while playing
(Galiguzova, 1995) stated that children’s play is filled with repetitions and imaginations based on what the children have seen, heard and experienced. Play is a way for children to explore their surrounding world with creativity and fantasy. However, Anderson, Huston. Schmitt, Linegarger and Wrigest (2001) described that “Young children’s creativity maybe displayed most obviously in imaginative play, where children generate roles, characters and objects”. Children need the hands on approach to their world with enough sense of human touch.
The Effect of Pretend Play to a Child’s Development Pretend play is essentially role-playing or make-believe. There are two basic types of pretend play; these are fantasy play and sociodramatic play. Fantasy play is when a child is not fully immersed into his/her character and still feels the need to explain what he/she is doing. On the other hand, sociodramatic play is when a child is fully consumed in his/her role and the characters used are usually based off movies or TV shows that the child has seen. Pretend play has a huge impact on a child 's development emotionally, logically, and socially.
1. INTRODUCTION A play where children create and act the roles are defined as dramatic play. It is when they play or act the roles out of reality and become someone or anything that different from themselves. Children that are growing up like to play dramatic play and roles and pretend be someone else like superheroes, doctor or anything that they like and dramatize the situations and also will did the action to play along with the roles that they played. At first they will imitate one or two actions but as time passing they will expand their roles by creating several actions relevant to the role they are playing.
Thus, children learn more proficiently and gain more knowledge through activities like dramatic play, art, and social games . Tassoni proposes that "some play opportunities will build up explicit individual areas of development, but many will develop several areas” . Major principles for creating a play-based learning environment comprise providing a safe place, correct supervision, and culturally conscious, skilled teachers who are well-informed about the Early Years
Functional play is using an individual’s sensory stimulation. Functional play allows the child to master a skill or release tensions the child may have. Here one will understand the value of ‘Fantasy Play’. This type of play consists of role playing. Many have seen a young girl pretending her doll is a baby for example.
The Portuguese Child Support Institute asserts that children can develop their abilities by playing which includes evolving attention skills, strengthen the memory, advancing and expanding imitation and imagination. In other word, playing is an essential part of learning. Without playing, learning can be abusive and cruel. There was a mistaken believe that children with disabilities are incapable to play. The fact is that those children are able to play but not like normal children, they only interact and participate in a different way.
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
As a child matures, themes, sequences, plans, problem solving, characters and so forth become more rich and they begin to organise other children for role play with independence (around 5 years of age). Dramatic play is a form of symbolic play where a child pretends to take on a role of someone else, imitating actions and speech from earlier observed situations. When another person becomes involved in the play, it is called socio-dramatic play. The elements of reality and make-believe are involved as children imitate real-life people and situations they have experienced, but because they are unable to imitate exactly what they have observed, make-believe enters their play. Children’s ability to engage in dramatic play is encouraged with toys that have more than one purpose, such as building blocks, containers, tools, costumes, and other props.