Play continues from childhood into adulthood regardless of its nature. It is believed that people whom do not take part in play are more likely to suffer boredom, depression and stress. It is through play that children make sense of the world around them and develop as individuals, it helps to support their emotional and cognitive development. Children learn so much while at play like social skills such as sharing,
I will also examine the role of the teacher in supporting children’s learning through play and draw on from my own experiences of observing children at play. The term ‘play’ is widely used and discussed in various social contexts and age groups. However, there seems to be an absence of a universal definition. “Different people have different definitions of play” (Dobson, 2004, p.8). Reed and Brown (2000) proposed that it might be difficult to define play as it is ‘felt’ rather than ‘done’.
Understanding Play therapy Play therapy is a popular form of psychotherapy used with children. For young children, generally ages three though eleven, traditional talk therapy is not effective. Children have not yet acquired the verbal skills necessary nor the emotional development necessary for success in a traditional talk therapy setting. Play therapy is effective in that it engages children in the one activity that is a central component in their every day lives, play. Children’s play is a skill in which the therapists have mastered due to their use of play on a daily basis.
E1- Describe the development of children in a selected age range and in TWO (2) areas of development The age group I have selected to describe is language development and social emotional development in the age group 3 to 5 years. Social and Emotional development for children aged three to five is very important for every child’s development in these are being met at this time of life as this is when they start to become aware of who they call their friends and who is there all the time and who is not. They start to feel emotions for people around them in their everyday life. For example, children at the age of three may like to play near other children but not join in yet. This is called parallel play when children have not started to play together.
The Early Years provision is based on the concept of learning through play, rather than more formal education, making it very distinct from Key Stage one. It aims to support younger children (up to 5 years), therefore runs until the end of the Reception year. In England, The Early Years Foundation stage sets out one standard framework for learning, development and care for all children from Birth to the end of the Reception year. Learning is usually managed with adults working alongside children on focused activities that involve specific concepts, such as using numbers or writing. Children also work independently and self-select from a range of activities inside and outside the classroom, which encourages them to develop their autonomy.
Authors believed the level of aggression is believed to be accepted depending on similarity between individuals and peer groups. For a child to have positive emotional and social development they need positive peer relations. Popular children are less likely to be withdrawn. The study took place at Wediko Children’s Services’ summer program for children. The children that were attending camp were placed in living groups.
P1 Give reasons why play is important for children and young people “‘We think that a purpose of the child is to grow up because it does grow up. But its purpose is to play, to enjoy itself, to be a child.’ Herzen A. cited in Young Children Learning, David, T.” (Page 25, 40231D, CACHE Level 2 Certificate in Children’s Care, Learning and Development) Play holds a great importance in a child’s life. Through play a child learns lots of different things from a very early age. Every time they play they learn something new in life, be it educational or social while having fun. They learn to explore and take risks in their life.
Watching children playing games is another way to learn, but not that much that by playing the game. In some cases when the children are in the ages between 3 and 7 they don’t use so much of the rules of the games because they are really young and they just want to enjoy themselves “have fun”. However, when they are growing up they start to acting as young adults; trying to make decisions as the adults that are around
Play has been shown to be an excellent vehicle for young children’s development and learning .Early year’s provision in school is all about supporting very young children and is based on learning through play rather than a more formal education. Children also work independently and they can choose from a wide range of activities inside and outside the class room. This encourages them to develop and build up their self-confidence. Under the National curriculum of England there are four key stages to education: Foundation school = 3 –5years old Key stage 1 = 5 to 7 years old Key stage 2 = 7 to 11 years old Key stage 3 = 11 to 14 years old Key stage 4 = 14 to 16 years old Early Years Foundation Phase in Wales extends from the ages of 3 to 7; it combines Early Years and key stage 1. Scotland curriculum is focused around the document called the Curriculum for Excellence.
Smidt (2007) adds that if a child is told to do something, or play with a specific toy, there is no real play, as “the child has not chosen to do this” (p8); play is regarded as something that the children have decided for themselves. Play is a safe way to explore areas of excitement and concern, and issues which children face daily. The theory put forward by Piaget (1962) emphasises that children’s ability in logical concepts is largely dependent on their activity with possessions as well as social interactions – both associated with play. Practitioners can gain an insight into a child’s current level of knowledge, interests, and the issues that are important to them through observation of children at play. In order to effectively plan through play, children should be allowed space and time to naturally find individual skills and interests, which will subsequently allow practitioners to