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.
What exactly is creativity? Creativity is something that everyone has, however the amount of creativity people have varies. Children are very creative and it is important to understand the value and importance that it serves in a child’s life. Creativity is defined as “a way of thinking, acting, or making something that is original for the individual and valued by that person or others.” (Page 4) Creativity allows children to develop individuality and feel good about themselves. In order for children to feel this way, teachers need to focus on encouraging children to use their creative sense of mind.
My observations in relation to age appropriate play What is play? According to the National Association for the Education of Young Children (NAEYC), “Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence”. Play is recognised as so essential to children’s wellbeing and development that it is included in the United Nations Convention on the Rights of the Child (1989). The right to play is set down in Article 31. For the children I have observed play is serious but fun.
Students who are allowed to explore, empathize, question, hypothesize, conceptualize, experiment, and evaluate throughout their own learning become productive community members" (Hummell 5). Allowing children to learn to think critically helps them to solve problems and have a logical argument about something they believe is true. Applying critical thinking into schools gives a child a chance to make a difference. Also, Elizabeth McKinstry agrees with Hummell in challenging the next generation to think for themselves. McKinstry writes about how Common Core education helps children become more interactive in the world and teaches them how to apply the knowledge they have learned in life.
Pedagogical documentation is an ongoing process for educators to facilitate, grow and improve the children’s development. It is including a few steps of collecting data, analyses data, reflect on how children’s learning takes place, plan to enhance their learning and take into account of the relevant learning theory. Pedagogical document is a tool to explore children’s everyday experiences and make it visible about the nature of the learning process to other child, teacher and adult (Fleet et.al, 2011). The practitioner believes that the philosophy play is an important tool to facilitate children’s development. Play offers opportunities for children to participate in a group to learn different social skills such as sharing, turn taking, negotiating
Children in a creative environment have freedom of expression, this helps to reduce a lot of stress and have a positive impact on individual learning. They can learn with fun which helps with their emotional development, encourages and improves focus and attention, develops and boosts problem solving skills, enhances and stimulates imaginative thinking capability. Children not only become better communicators and innovators but develop the ability to share information also understand and welcome the views and opinions of other people. All these core elements of a good creative classroom environment should give the children space and opportunity to seek out and follow their
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.
Crain explains that play is importance for, imagination, creativeness, and invention. Vygotsky believed that play can promote self-control, and Piaget observed fairness being explored in children during play. Furthermore, art time, which is very vital component to child development has been significantly cut down. As a result, young children increasingly struggle with academic lessons they can barely fathom, while they have fewer opportunities to develop their astonishing creativity at their own phase of life. Crain explains that the standard advocates more difficult tasks for children, as children are losing much interest.
Play is regarded as a vehicle for learning as well as a place where children can demonstrate their learning. Traditional views of play emphasise it as a positive experience, where children exercise choice, autonomy and freedom. Play has been promoted as a child-directed, rather than an adult-directed, experience. In this discussion, we provide a brief overview of traditional approaches to play, and then consider more recent trends in understanding and promoting play-based pedagogy (Penrose,