When reflecting on learning is the product of

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Oct 30, 2023

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When reflecting on learning is the product of experiences generated by play and limited only by the level of intellectual development of the child, it could be considered that learning through play can be joyful, meaningful, with active involvement, iterative and socially interactive. These characteristics can contribute to children's ability to pay attention, interpret experiences, and learn from them. As for the statement you mention, "Learning is a product of experiences generated by play and limited only by the child's level of intellectual development," I couldn't find a specific source to back it up. However, it is true that play can be a valuable tool for children's learning. Play can help children develop social, cognitive, and emotional skills. In addition, play can be an effective way to teach academic skills such as reading and math. Therefore, learning through play is gaining prominence in contexts Diverse cultural and ideological with very positive results Play motivates children to experience learning through trial and error, without fear of failure and without the pressure to meet the expectations imposed by adults. When integrated into the school context, learning through play can give children an excellent opportunity to practice and master the skills they have been taught, learn from each other and, most importantly, direct their own learning. It is true that learning is the product of experiences generated by play and limited only by the level of intellectual development of the child. Play is a powerful tool for fostering creativity, imagination and curiosity in children. In addition, it helps them develop social and emotional skills, such as cooperation, empathy, and conflict resolution. Therefore, dramatic play is a fundamental activity for the development of young children. According to psychologist Illinois Early Learning Project, dramatic play is one in which children assume roles and act out people, characters, objects, and situations. This type of game stimulates language, communication, body movement, creativity, imagination and spontaneity. In addition, it allows children to "realize" the type of social role they must play. If this does not happen, children will be able to characterize the character, but they will not be able to act, assume and interpret that role.
Dramatic play also helps children prepare for and overcome certain situations, understand and assimilate reality by personifying it, and expressing thoughts, feelings, and emotions. The role of the teacher or coordinator in dramatic games is of great importance, since he must anticipate the structure of the game facilitating the act of playing. In short, dramatic play is an activity that fosters the cognitive and emotional development of young children while allowing them to learn through play. Likewise we can not forget the benefits of these the child deals with the planning of the activity. For example, it is involved to create the right scenario to carry out the representation. Specify some details related to the costumes or decoration. Children develop skills that have direct application in everyday life. For example, they discover the importance of respecting the speaking time and listening to the interlocutor. It is a type of exercise that also offers tools to solve conflicts and reach agreements. The child develops his autonomy in a context of security. And it explores other realities through the gaze of imitation that connects with observation. The scenes depicted describe situations that the protagonist perceives in his immediate environment, in children's films or in children's stories. Moreover, participants learn directly through action and experience. Keep in mind that the entertainment process is eminently practical, dynamic and participatory. Garaibordobil, M. (1990). Play and child development. Madrid: Seco-Olea. Garvey, C. (1985). Children's play. Madrid: Morata. • Motorcycles, T. (1986). Games and body language experiences. Barcelona: Humanitas. • Slade, P. (1982). Children's dramatic expression. Madrid: Santillana.
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