An Interesting Movement Activity For a Two-Year-Old: Color Dash

In summary, young children learn many skills while they play and interact with the others. Therefore, it is important to create activities that enhance the child’s development, such as social skills, speaking skills, motor skills, cognitive skills, and emotional competence. Draco who is preschooler, he demonstrates learned skills and learns new skills while he play with friends and interact with the teachers. Draco’s social skills is thriving because he enjoys and engage in the group activity, the dramatic play. Draco’s speaking skills is at the Early Production stage because he responses in short-phrases and have a simple conversation. Draco has a good coordination of large motor skills and small motor skills because he demonstrates that

As an early years practitioner you will recognise that children’s play is closely linked to their learning and development. Children learn in so many different ways but you will notice that they learn mainly through play. When children are able to do many different activity’s that allows them to lean but have fun at the same time thy will find what they are doing fun and will engage the children. It is important that when in you your setting you set up a variety of educational activity’s this way the children will be able to choose freely what they want to do.

While some children were playing “house” others were taking part in constructive play. In this stage, toddlers have a deep understanding of what various objects can do and will now try to build things with the toys and everyday objects they find around them. One child had a box of blocks and was building a train track. Once he finished he assembled a line of trains to ride along the track he had just built. He repeatedly made noises that trains usually make such as “choo-choo.” Other children were interlocking Lego blocks and creating various structures while some were playing with play-dough and sculpting

At preschool, Brandon uses the word trajectory as he plays with a toy racecar track. Although he uses the word correctly, you are fairly certain that he does not fully understand what it means. Brandon’s behavior is evidence that:

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

In this program our child care providers have a hands-on interaction with the children. They guide our early learners through child directed play. The child care staff provides different learning opportunities by supplying an array of activities based on the children’s interests. This program will allow the children an opportunity to become leaders in their learning, by exploring and discovering their play environment on their own, with peers and through guidance from the staff. Although we have many open-ended play opportunities, we will have a few structured activities for the children to participate in. We find it important to keep some structure within the daily schedule as this will allow the children the

Cognitive: starting to explore pretend play in the home corner or with small world toys, they become interested in mark making and painting and books.

The terms “play”, “learn” and “teach” are commonly used in the early childhood sector. This essay attempts to define and interconnect these terms to produce a holistic understanding of how play can be used as a medium to help children learn.

Additionally, Draco demonstrates his cognitive skills when he plays the fishing game with his friend. The fishing game use the cards that have pictures of objects and different colors of fishes; therefore, in order to play the game, children need to identify the object and colors. “Naming colors is a function of language development in which children must link a visual image with a recalled name” (Beaty, 2014, p. 171). Identifying the objects and colors is one of the cognitive development that young children

The child’s play session involved playing with several toys. One toy in particular was a shape sorting game. Through his interaction with this toy the child exhibited trial and error operation as he figured out the proper orientation to get each shape into the container. This behavior is characteristic of Stage II of Westby Play Scale. The toddler’s play attached language was focused on the labeling objects. He produced the word /tɹʌk/ several times throughout the play session in referring to his toy cars. Additionally, the child was able to make a request to his mother. While playing with his cars on a track the child stopped and handed the toy to his mother. In doing so, the toddler made a nonlinguistic request for action as termed in Dore’s

Dotson-Renta, L. (May, 2016) Why young kids learn through movement. The Atlantic. (May 2016). Retrieved from https://www.theatlantic.com/education/archive/2016/05/ why-young-kids-learn-through-movement/483408/. Jensen, E. (2005).

Through play our learning and development extends. We discover new ways to achieve a goal such as, fitting differently shaped cubes into their correct holes. By twisting and turning the cubes children begin to understand that the shapes correspond to the holes on the ball.

By age four when children’s self-concepts start to emerge, they are often aware and proud to show off their skills and accomplishments. A child who mastered the art of referencing a fire truck as “red”, will start to show off their toy truck and say “red” to whomever they meet, or whoever is around. If the child draws a picture,

Rainbow Brain is a board game developed for children ages four and up that incorporates various developmental processes to help children learn and master certain skills and concepts. It comes with a colorful board, six game pieces, one die, a pencil and drawing pad, a one-minute timer, and clay. The timer, pencil, paper, and clay will be used for the creation part, which will be discussed more in detail. We start by having the youngest player go first and then have each player take their turn, going around clockwise. Each player takes turns rolling a die. The number the die lands on determines the amount of spaces the player moves their game piece. Each space on the board is colored: red, orange, yellow, green, blue, and purple. Whatever color the player lands on, he/she will pick up a card from its corresponding deck. There are six decks of cards: three different concepts of development with two different types of tasks for each concept. The tasks for the concept of number are in the red and orange decks. The concept for categorical concept is used in tasks throughout the yellow and green decks. The concept for drawing and symbolic representation are the blue and purple decks. Example cards are provided at the end. Each player must complete the task written on the card, and if the task is not completed or is incorrect, they will have to move back one space. Ideally, this game should last 30-45 minutes if everyone cooperates and plays well

Many people feel that rough play is one of the most difficult behaviors within small children. However, young children love this type of physical play. This type of play is usually strong, fierce, and rugged. This play may be known as the “big body play” rugged and tumbled play, violent manner, or play fighting. These forms of play can be seen with other children, they are called by different names such as King of Mountain, Red Rover, Freeze Tag, Steal the Bacon, Duck-Duck-Goose and many more names. Infant children use their bodies to learn. Some of the things infant children do is roll back and forth, kick their legs, and wave their arms, sometimes when they are alone or sometimes when they are beside another baby. Another thing that infants do is crawling on top of each other. When infants get bigger, they use their bodies to stand up, push off, and move themselves forward and backward. The toddlers yank each other firmly, and shove each other down. When children reach the preschooler ages, the demonstrate physical ways of connecting and learning to go after a foreseeable influence of characteristics such as running, casing, fleeing, and dropping to the ground on top of each other. The young children body play is sometimes lonely. However, the preschooler finds enjoyment by running around, dancing, and spinning, rolling over the floor and on the ground, and or hopping and skipping by themselves. There are some