Type of Play Play is very important in the child’s growth and development (Myers 2012). 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
What is distinct and important about Piaget's views is that he considered imagination and play to be crucial to enable every child to develop his own sense of self and to foster healthy learning habits. Erikson's Theory Erickson proposed nine stages of life, the earlier of which overlap with Piaget's. Erikson's first stage, infancy, lasts from birth until 18 months and involves a child learning to trust the world and the people in it. Early childhood -- lasting until about the third year of life -- requires individuals to learn their own bodies, skills and existence. During the play age, from 3 until 5, a child learns to create imaginative play situations and imagine new roles.
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.
“To capture and build on children’s natural enthusiasms, adults put themselves in children’s hands as often as possible. They follow children directions; willingly assume the pretend roles assigned to them by children and play games according to the child’s rules.” In this paper I will compare and contrast the key elements of the Reggio Emilia program and High/ Scope. I will begin the elements by describing the ways that the Reggio Emilia program focuses on developmentally appropriate practices such as cognitive, language, social emotional, and physical development. I will compare these to the High/ Scope program and the way that it supports developmentally appropriate practices such as cognitive, language, social emotional and physical development. In conclusion, I will evaluate the impact each program has on the family and community.
Bandura’s Social Learning Theory, (1977) has been a key element influencing thinking regarding Child Development. This paper will explore the theory and critically analyse the work carried out by Albert Bandura. In order to do this I will draw on the writing of Bandura and consider the views of others, including Thornton (2008), Keenan and Evans (2009). I will look at the implications of the theory in the Every Child Matters Practise Guidance document issued by the Department of Education and Skills (DFES) in 2007. Consideration will then be given to whether evidence can be found to support the theory in an observation carried out in a reception classroom or from an interview with the foundation stage co-ordinator for the school.
Between 2 and 3 years, the confidence of the child will increase resulting in them playing happily alongside other children adults. However, they become more impulsive and demanding, prone to temper tantrums when demands aren’t met instantly. Between 3 and 4 years, their independence develops more and more and they are more comfortable in unfamiliar places and with unfamiliar people. They become more sociable, playing with others, sharing during games, and showing concern and comfort for those around them. Between 4 and 7 years, they are more interactive with other children but still struggle with rules in games and fairness.
Mead’s interrelated theory proves his thesis that symbolic interactionism from the early stages to late stages in human life allow people to form perceptions how of society should work. At a very young age children begin to form situations and realizations that determine their actions in adult life through Mead’s theory of “play” and “game.” "Play" is the original process in the child's development. Children are incapable of fully rationalizing experiences and responses, therefore the child takes a variety of roles he/she observes in the adult society through their parents, the media, or television. He/she then plays out these roles them to gain an understanding of the diverse social roles. For example, he initially plays the role of cowboy and then the role of an Indian while playing "Cowboys and Indians."
CCLD 206 Support children’s play and learning K2D85 how to support children’s communication, intellectual development and learning in your setting Children tend to learning and progress and how well they are taught and additional external factors such as their home life and how their parents communicate with them. The influence of siblings or the involvement of children in groups from an early age can also play a major factor (for example play groups) these influences obviously spill over into the setting environment and it is then up to us as carers to further assist in the development. K2D86 How to support children’s play and communication development in bilingual and multilingual settings and where children learn through and additional
Assessment task – TDA 2.16 Support children and young people’s play and leisure Describe the importance of play and leisure for children and young people There are 10 important purposes on how important play and leisure is, in that it motivates, stimulates, supports, develops skills, concepts, language/communication skills, concentration and positive attitudes, demonstrates awareness/use of recent learning skills and consolidates learning. As long as the curriculum and environment is well planned and structured the children should become active learners. Hearing lots of songs, rhymes and stories make a difference to young children. The earliest months and years are very important. Even when you are cuddling, playing, singing and talking with your child it all helps develop their brains.
How do agents of socialisation influence gender identities in children? We are all the products of socialisation, the way that we behave and everything that we do is a model of what society wants. This process of moulding begins from birth and it is our parents, being the primary agent of socialisation, that influence us the most. However, other agents such as education, media etc. all have a great part to play as well.