Unit 4 – children and play D1: Identify THREE (3) different settings where children might play. Three different settings were children might play are a local park, pre-school setting or a library. D2: State the typical age range and the stage of play of the children who might play in the setting. A local park: 3-6 years. Children at the lower end of the age range are likely to be at the associative play stage which means that they are more likely to play in a group but still be engaging in there on entertainment for example a group of children may be playing in the sand tray but still building their own sand castles.
Local streets, estates, green spaces, parks and town centres should be accessible for children and young people to move around in safety and offer places where they can play freely, experience nature, explore their environment and be with their friends. Children value and benefit from staffed play provision Children should have access to a choice of staffed facilities where children’s play rights and needs are the first priority, such as adventure playgrounds, play centres, holiday play schemes, afterschool play clubs, breakfast play clubs, toy libraries, play buses and play ranger services. Children’s play is enriched by skilled playworkers Qualified, skilled playworkers are trained to put children’s play needs at the centre of their work in a variety of settings, enhancing the range and quality of play experiences for all children. They are the best people to run staffed play provision for school-aged children. The role of the playworker is as important as that of any skilled professional working with children and should be respected and rewarded
This includes interacting both inside and outside with their peer and their teachers. Activities are planned that engage preschool children in games that involve running, walking, chase, tag, and follow the leader in which children need to be socially apt. The preschool children also have toys for catching and throwing such as soft, large balls, beanbags, and other objects both in and out of the classroom. Ensuring preschoolers are empowered through many self selected activities
D3. – In an after school club setting children may be involved in creative play for example a child could paint a picture. Creative play promotes learning and development in children it is important for a child to express them selves in different ways and by allowing a child to do something on there own will give them confidence it then allows the child to explore and develop their senses and different materials. In a nursery school the one type of play the children maybe involved in is pretend play for example children play dress up or pretend there having a tea party. Role playing helps children learn about social roles and rules and they practise doing things in different ways how ever pretend play also develops language skills and the ability to plan ahead and problem solve and think creatively.
Unit 4: children and play D1- There are many different places where children might play. Three of these settings could be the nursery garden, Adventure Park or a crèche. D2- The typical age range and stage of play for the nursery garden is around 1 to 3 years of age, children at this age range may be into discovery play. Discovery play can be split into two types of play Treasure basket play and Heuristic play. Treasure basket play is usually a type of play for babies or really young toddlers who cannot sit up by their self.
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’.
Taylor 2 Make believe play or pretend play is defined in our text as “a unique, broadly influenced zone of proximal development in which children try out a wide variety of challenging activities and acquire many new competencies” (Berk, 2010 p.181). According to Kaufman, make believe play is defined as “the acting out of stories which involves multiple perspectives and the meaningful manipulation of ideas and emotion” (Kaufman, 2012). Despite its formal definition, we all know what make believe play is, and most of us have practiced this type of play between the ages of 2 through 7. But did you know that this type of play which seems simply as a normal part of being a child and having fun has benefits that can affect the rest of your life? I chose this topic for this paper for just that reason.
As a mother and teacher I have always been fascinated with how children learn. When my own two children were small (birth to 5 years) I realised that the way they learnt was through playing. Educational and stimulation toys and objects were used to stimulate their learning. I remember the sheer delight on their faces when they were playing and the enjoyment and fun while they were playing. Lots of people have different definitions of play, and it’s value, for example, Froebel (as cited in Curtis & O’Hagan, 2003, p. 113) believe play develops from within the child, but the presence of the adult and provision of appropriate material nurture it.
chairs, tables, easels, bookshelves, storages, sinks, changing tables and rugs). The Toddler class is a safe place for children to explore and make sense of their world. For children at this young age, the goal is to provide a social setting in the most inviting and nurturing manner. We tackle difficult concepts for toddlers, such as “If my mommy leaves me here, will she come back for me?” and “How do I get a toy that I want from that other child?” Over time, the children learn to play cooperatively with other students and to lay foundations for future relationships. The “child’s play” that goes on in the toddler class is an opportunity for children to create, discover, and experiment.
“Intell-A-Box” Toy Paper Toy Description The “Intell-A-Box” is a toy made by “Me First” Inc, which encourages sensory, visual and motor development in infants. Additionally, the “Intell-A-Box” will promote learning skills for a young infant during their stages of growing up. Infants can use this box-shaped toy while they are sitting, laying down, standing or crawling. “Intell-A-Box” features: touch and feel objects including encouraging fabrics and textures with various sounds, a coil type handle with shapes that can be moved throughout the coil ring, and a mirror to promote individual visual stimulation (Appendix A). The “Intell-A-Box” is designed for infants aged 18 months to 24 months.