Theories of play must also distinguish between play and work, with play being activities the child initiates; work being the activities initiated or “required” by an adult (Bruce.p. 24). The child’s level of initiation and self-motivation are core components of play. According to Tina Bruce (1997.p.43), play can also be a means of providing feedback for adults on a child’s stage of learning or development. Play is the child’s way of learning and acquiring knowledge about self and the world in ways that are meaningful from the child’s point of view.
The article reviews a study of when a teacher should intervene in the conflict that arises between preschoolers. The question of whether conflict resolution occurs naturally through a preschooler’s interaction with other children is discussed in this article. The study discusses if the teacher intervention should be after physical aggression or verbal aggression (Roseth, Pellegrini, Dupuis, Bohn, Hickey, Hilk, and Peshkam, 2008). First element Contact is the first element in conflict resolution and peacemaking. Staying in proximity with the individual or individuals in the conflict may have either negative repercussions or may have a positive influence such as friendships forming.
Week 2 Assignment Week 2 Assignment Psychology of Play Psychology of Play Names: Kyra Crawford && Obrean Hamilton Objectives: * To understand the role of play in brain development * To recognize the psychological benefits of various forms of play * To explore play from psychological and evolutionary perspectives Instructions: Would you be surprised to learn that engaging in play actually helps sculpt your brain? In this assignment, you will activate different parts of your brain through play to better understand how play shapes the brain. You will demonstrate understanding of brain development and play. After reading Module 2 and watching the EEG video, answer the following questions thoroughly by supporting
Playing and learning in children’s education E1/A In (appendices 1), the Nursery World article written by Fisher. J (2012) talks about how the role of the practitioner should plan for a balance between adult –led learning and child –led learning. This means that the adult needs to observe children closely to see how they are developing. When the practitioner stands back during child-led play, they can gain lots of information about a child, how they use their environments and resources. This helps to meet their learning needs if the practitioner then uses this information to plan the next steps.
This paper will illustrate the following (1) how I view the course of child development as continuous (2) how my own personal child development theory would be a blend between Piaget’s Cognitive-Developmental theory and Vygotsky’s Sociocultural Theory (3) how I feel environmental and cultural influences play a large role in a child’s development and (4) how I would incorporate my theories into the classroom. There have been many theories that have played a part in early childhood development research. It has been these theories that have changed the way teachers educate their students. Creating an environment that contributes to learning is key to the student’s success. I believe that children develop smoothly and continuously, gradually adding on more of the same types of skills that were there in the beginning.
In this essay I will discuss the meaning of the word play and why play is important for the holistic development for the child. I will also outline types of play and explain how play facilitates and is impacted by the maturation of children, considering children with special needs. Every child in the world plays, whenever they are babies, toddlers or even 6 years old child, the only difference would be the approach. Children 'play' at home is more unplanned but when the 'play' is more organised than it is more valuable. I will look at different types of play which need to be provided for child's learning and development.
Furthermore it will consider how children process meaning and examine how or if this is different from the process of adults. It will also comment of the inter-subjective relationship between companion and child and explore how the choices made within this relational field can lead to meaning making. Finally it will discuss the role of family within the therapeutic environment and examine how and where values and ethics impact the healing process of the child within the miecat companioning process. Invitation to play - Forming of relationship Miecat procedures do not focus on the problem of the person, but rather on the person themselves, allowing them to engage in their own experience of being without the restriction that evaluation and diagnosis can sometimes impose. The experience of a child is no less valued than that of an adult however how the child engages and communicates that experience does differ from that of a fully mature adult.
Supporting the development of new play skills After identifying what the child is trying to communicate through their behaviour we can identify what new skills the child needs to learn. E.g. unable to listen to a whole large group story but through observations we know the child is able to listen to a story in a one to one situation. We can teach the child with small steps to listen to a group story. First small step is for the child to sit with one or two other children.
Unit 8: P2: Explain different psychological approaches to health and social care practice This assignment will be explaining different psychological approaches to both health and social care practices Behaviorist They are two main types of conditioning this include classical which has to do with repeating and operant conditioning which has to do with positive and negative reinforcement of skinners theory. (More information can be found in unit 8 p1 and unit 6 p1) The behaviorist theory is mostly applied to children because in order for children to learn when they are growing up the parents would need to use the skinners theory of positive and negative reinforcement. For example if a child is doing an activity the teacher might once in a while practice reflective listening by saying ‘well done, you are doing a good job, here is a sweetie for you’ This encourages the child to work harder and wanting to participate more in the activity in order to get the positive reaction from the teacher. In the nursery, if a child for example was running or causing a danger to the other children the teacher would use a firm voice and tell the child ‘stop…that is not how to behave, five minutes from your playtime’ according to the behaviorist this is a positive reinforcement. Behaviourist is a theory of learning what believes that learning is learnt through conditioning.
Investigating the Effectiveness of an Arts-Based and Mindfulness-Based Group Program for the Improvement of Resilience in Children in Need Review of the Literature Ericka Ogletree Albertus Magnus College Abstract Holistic Arts-Based Group Program (HAP) has been development to investigate the effectiveness of resilience in children in need. The HAP teaches mindfulness using arts based methods, and aims to teach children how to understand their feelings and develop their strengths. The literature assessed the effectiveness of the HAP by using comparison and control groups, and standardized measures. In the HAP, a wide variety of arts-based methods are used to teach mindfulness-based practices. The literature “hypothesized that children