In a nursery children will engage in numerous types of play, one of those types of play is pretend play, ’Pretend play is where children talk to toys or objects and make up games using characters’ (P.Tassoni,(2007) page 160). Pretend play can develop social and emotional development because children can express their feelings through fictional characters. Discovery play will be present at a park. ‘Discovery play is a
3.1 There are many features of an environment that support creativity and creative learning. Making sure that all resources and material is easy accessible to the children. If there are plenty of resources but the children can’t get to it or open it, it restricts the potential of what they may do. Making sure the nursery is set up well, so that all children can access every area of the room, allowing them to be free to play wherever they want. Also providing a stimulating and rewarding environment will encourage the children to explore the areas for themselves.
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
At the local park children may be involved in physical play. This is when the child will be playing with outdoor equipment for example climbing frames this also helps her intellectual development. In a Pre-school setting children may be involved in domestic play this type of play encourages motor skills, intellectual development through planning and naming her pictures and creations, language development through describing her projects, and social development when playing with friends. It includes things like drawing, painting, modelling, cutting and sticking and the like. In outdoor play children may be involved in water and sand play this is where the children will be playing in water or sand.
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
Cognitive skills can be developed using hands-on activities allowing children explore, problem solve, and satisfy their curiosities. Ask the children what kind of ideas they have, this will make it their own idea and may be more interesting for them. When reading stories, show them the pictures, and then ask open-ended questions. Provide a quiet space for a child to look at a book or work a puzzle; sometimes a child needs quiet separation from the other children. Develop verbal communication through talking, story time, word games, and songs.
Play promotes curiosity, discovery, and problem solving, which helps develop a positive self image for the individual child. I think children should be able to be themselves, not a constructed version of themselves and not who adults think they should be. They should be able to find out who they are at a young age, play helps that. During play, children discover. They use their imagination and are able to see an object as something else; like using blocks for play food, or hands for telephones.
2.5 All children of different ages/stages will choose what they would like to play with, without help from adults. Children will choose different activities to play with, you might find one child will play with cars and transport vehicles as another child might like the sensory equipment such as paint or sand so as adults we will provide a wide variety of resources for the child to make their own choices, this will encourage the child to explore the environment and play with the activities that he/she likes. At snack time some settings have rolling snack which enables the child to choose when they would like snack it is up to us as practitioners to make sure that it is nicely presented so that it will invite children to try the snack e.g. cucumber and tomatoes sliced gives the snack some bright colours maybe placed with a breadstick or cubes
When he was 3 years old, my child enjoyed fantasy play and tended to enact scenes with his toy animals and cartoon figures. My partner and I joined in when asked, and had a good time with him making up little dramas involving the plastic figures. Make-believe play not only reflects but also contributes to children’s cognitive and social skills. This kind of play increases sociodramatic play with others, draw more attention to an activity, and become more cooperative. When my child was 4 years old, my partner and I tried to expose him to all types of activities, regardless of gender-appropriateness.
A Day at the Theme Park Children love to play and have fun on different occasions. They enjoy doing several activities and going places that are entertaining. Parents often take their kids to places like theme parks, so that they can have a great time. If a child was asked to go see a movie or visit a theme oak, more than likely, the child would pick the park. Infact, theme parks are fun and awesome for children who are very active.