Value of Play

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Teuila Seumanutafa TASK ONE: Explain the value of play and exploration. The purpose of this task is to explain the value of children’s play and exploration. In doing this it helps us define what we think the value of children’s play is, and what others think the value of play is. “Just by watching young children it is easy to see that play is often stimulation and rewarding, and that they get a great deal of emotional satisfaction from playing” (Sheidan, 1999). 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. Spencer (as cited in Curtis & O’Hagan, 2003, p. 113), believes play has no value but is a way to burn up excess energy. Susan Isaacs (as cited in Isenberg and Jalongo, 2001, p. 58) believes that the importance of play affect children’s social and cognitive development. Karl Gross (cited in Curtis & O’Hagan 2003 p113), argues that play has the means of helping children prepare for life and provide opportunities for practicing skills and the possibility of exploring and learning what they will need to know as adults. As a teacher it is important to know that before we can consider the contribution of play to a child’s learning it is important to know that there is different types of play and also various stages of play. Active Play:

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