Basic Engine Play: An Immaginative Play

During this stage, the child can engage in symbolic play, and have developed an imagination. This child may use an object to represent something else, such pretending that a broom is a horse. An important feature a child displays during this stage is egocentrism. This refers to the child’s inability to see a situation from another person’s point of view. To test whether or not children are egocentric, Piaget used the ‘Three Mountain Task’. Piaget concluded that the four-year olds thinking was egocentric, as the seven year olds was not. Children, at this stage, do not understand more complex concepts such as cause and effect, time, and comparison.

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

Pre-operational stage (toddler and early childhood) is demonstrated through the use of symbols, language, matures, memory and imagination are developed but thinking is non-logical.

Symbolic play “(using objects and language to represent ideas)’’ children when they are outside they can pretend to be scientists, and observe their environment. For example, children can observe the caterpillars

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.

During the conventional imaginative play, children were “invited to play with conventional toys…” (Fink, Stagnitti, & Galvin, 2012, p. 337), where two children scored in the expected range, while one child showed significant delay. During the symbolic play session, children were “invited to play with unstructured materials…” (Fink, Stagnitti, & Galvin, 2012, p. 337), where the results were a reversal of the conventional imaginative play results. In the symbolic play session, one child scored above the expected range, while two children showed a form of

Both Vygotsky and Kress, strongly argued that the relation between symbolic play and literacy, that there also exist a mathematical representation. These representations are too referred to written math such as drawing, geometrical shapes, charts and graphs. Matthews (1999) stated that young children take a developmental perspective, in which children use their graphical marks, symbols and other perspective in order to explore and communicate their meanings and narrative and the importance’s of context that impacts on the children’s cultural contexts with their social interaction and with their peers that impacts on their drawing process and the meaning constructed and conveyed (Carruthers et al,

For this assignment, I will focus primarily on how LEGO’s can expand the development of children two to three years of age. By the age of two, a child is in the core of transitioning from "baby" to "child." That means he or she will experience significant milestones in their development. It may also be quite the adjustment for the parent or guardian, too! There are many changes that happen at this age, but perhaps the most important are those that happen with their motor, social, cognitive and emotional evolution. This is a time when a child begins to discover that they can do things on their own, form ideas and understanding of the world around them and interact with others both physically and vocally. They are hyper-aware of their surroundings and become comfortable with expressing such emotions that awareness evokes.

In Bridge to Teribithia, some characters were depicted in ways that were considered either appropriate or not developmentally appropriate. For example, in the movie May belle is considered what is developmentally appropriate for her age. In lecture we discussed the preoperational stage from ages 2-7years, Paget’s developmental suggest that children are capable of understanding the usage of symbols, and also through symbolic pretend play. This is supported by Deloache’s dual representation, which he suggests children identify an object as one thing and use if for a different purpose. For example, May belle takes her dads work keys to use them as bells for Jess, and Leslie kingdom in Teribithia.

Between this image and the three reading I found that imagination is a big point and it is a way of play and thinking process that the child goes through. I am surprised that there is more research happening in early childhood and there has been in the past and that is something that I saw in all three readings

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.

Childhood is increasingly saturated by technology and the dominance of technological tools that are used to solve every day problems. Through the use of these technological tools, they enable and encourage preschool learning children aged one to five divergent thinking and team problem solving. For example, Lena Lee explored young preschool children’s learning with digital media including Ipad use. Her findings suggest that

Moreover egocentrism plays a huge role, as evidence by increase in playing to use object to represent something he didn’t agree with other view because he seem to have in concept that house only look like triangle shape in the top of roof (278). This proves that children almost always choose their own view of what they believe in these stages. Also another example, when I ask to make triangle shape sun, jack and his friends were like sun always looks circle with smiley icon. Children believe what they see is always right and that what everyone sees the world in the same ways they do. During Cognitive domain his learning language are able to symbolically represent things, places, events through art and physical object. As I talk before Jack is pretty good on spelling and saying word at loud. He is able to represent ‘, word with symbols. He is able to identify the colors of house, grass, and car.

Chapter 5 “Early Childhood: Body and Mind” section “Thinking during Early Childhood” teaches about the cognitive development of children during early childhood at around ages 2-6 years old, in which, children targeted at this age do not use logical operations (reasoning process). Such a term is called the “Preoperational Intelligence” conducted by Piaget. Furthermore, Piaget’s preoperational thought establishes that children have language but use symbolic thought where “words can refer to things not seen and that an item, like a flag, can symbolize something else (in this case, a country).” Symbolic thought proves Animism; the belief that young children have thinking that “natural objects are alive and nonhuman animals have the same characteristics of a child” (Berger, 173).

There was a specific observation of mention when Child A was in the computer corner playing a water themed counting game. When estimating the number of objects on the screen, he used his fingers to count the sea animals, “1, 2,3,4,5, 6 animals” and looked at me for confirmation asking, “is it 6?”. This shows that Child A is developing within the usual ranges of development, “Estimates how many objects they can see and checks by counting them”, (Development Matters in the EYFS, 2012, p.34).