C. W's Lack Of Physical Group Play

“Current theories about inclusive play revolve around the idea that play is important for life and that all play workers should be committed to creating play environments that are inclusive and that offer multi-sensory experiences for all children. Play environments should ensure children and young people can become involved in imaginary play and can help develop motor activity. They should also allow interaction in a safe environment. Play is seen as the language that can bring children of all different abilities together. All children and young people have the same basic needs and go through the same development stages, even though they may not all go through them at the same pace: some go through some stages more quickly than most, while others may become static in their development for a while. None of this should prevent access to any setting. Through play with other children they develop social skills and learn about behaviour, communication and friendship. Play is the tool for practical learning

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.”

Physical activity encourages children and young people to develop all their physical skills and to practice the skills that they already have. Your role in supporting a child’s physical development will be to ensure that the child has a wide variety of experiences of being in a safe environment. Any setting should offer a wide range of equipment that can be used both indoors and out. It is considered important that children are given opportunities to develop their gross motor skills indoors as well as outdoors. Such opportunities may be provided by designated areas such as soft play area or by activities such as drama.

The Playwork Principles (2006) state “All children and young people need to play. The impulse to play is innate”.

She is a quiet and friendly member of our class but is frequently shy and guarded. As a result, Charlee has made a few close friends who she usually talks to and plays with. Charlee now enjoys working with peers in a small group and is able to share and cooperate, often thoughtfully listening to others. She enjoys any activities that involve creativity and imagination. She is a hands on learner and is an enthusiastic participant in play. Charlee’s fine motor skills are developing and she is able to use scissors to cut in a straight line, although she does rush through activities she has minimal interest in, sometimes causing a messy result. Charlee has made a fantastic start to kindergarten and I look forward to seeing her focus and independence grow in the coming semester. To assist Charlee’s learning at home, I suggest encouraging Charlee to 'have a go' at new

So many children this day in age, are sat in front of a television or a tablet and expected to keep quiet. Children are built to explore, move, and learn from their experiences, and this cannot happen when a child is inside, being distracted by technology. No matter how busy parents are, they should find at least thirty minutes a day to go outside and play with their children. If the weather does not permit outside play, then playing games inside is always a great alternative. Parents should be encouraging their children to develop the motor skills that they are going to need in order to succeed in school and later in life. Many parents encourage the development of their children’s gross motor skills by involving them in sports, dance, or gymnastics. These programs are great for not only teaching children how to be good at something they love, but they also encourage children to develop their motor skills. If parents find that they cannot afford programs such as these, they can focus on providing multiple opportunities for play. For example, one day they could go to the park or they could go over the neighbor’s house to play. Ultimately, the best thing that parents can do to encourage the development of their children’s motor skills is to allow them to play as much as possible and to allow them to try new activities, even if they are

Around 18 months, it’s clear that Stella had started to become self aware, by talking to herself when looking in the mirror and smiling. I try to let her become more independent while still staying in control because she still needs guidance at this age. By the time Stella begins preschool, she is potty trained with a few accidents here or there, and seems to be advancing well socially, physically, and mentally. She had a bit of trouble when she started, becoming scared that I would not come back to get her, but after I reassured her, she seemed to calm down as soon as I left, demonstrating a bit of object permanence, that just because I am not there does not mean I have disappeared forever. She is a bit shy to start, but warmed up making it evident that she is a slow-to-warm up child according to Thomas and Chess (Thomas and Chess, 1977.) She is not a very active child, preferring to play by herself with her toys. When she gets stuck on something, I try and scaffold to support her, rather that doing it for her (H Snyder, lecture notes, September 20th, 2017.) By age two, Stella continues to explore the world around her, and my partner has been spending more quality time with her when possible. We are saving up to buy a home, so in order to save money we try and do inexpensive adventures with her (Manis, 2008.) Stella’s emotions have expanded, and by age 3 she is able to express these emotions with ease. When Stella is 3, I give

In addition to play promoting pleasure as well as physical activity, play forms the holistic growth in children’s development, or to put it in another way using Brown (2003) acronym, acknowledged as ‘SPICE’; play represents the ‘social interaction’; ‘physical activity’; ‘intellectual stimulation’; creative achievement and emotional stability, (with the addition of “compound flexibility”) in a child’s development. Compound flexibility is the idea that a child’s psychological development occurs using the relationship between his/her environment with the adaptability of the child himself. Thus the flexibility of surroundings and his/her adaptableness can provide children the means to explore; experiment and investigate (Brown, 2003, pp. 53-4). On the contrary, the absence of social interaction and physical activity through the means of play can inhibit children’s overall development and without the consistency of play children suffer a “chronic lack of sensory interaction with the world, [which leads to] a form of sensory deprivation” (Hughes, 2001, p.217 in Lester and Maudsley 2006).

The methods used to collect data for this focus study include both five observations of the focus child during play and notes from an informal conversation with the focus child’s mother. These methods were used in conjunction with one another as they compliment each other within research. This is because a particular strength of observations lies in the researcher being able to clearly see and identify what the child is doing instead of gaining this information from the child or parent which could be open to interpretation or other modifiers (McDevitt, Ellis Ormrod, Cupid, Chandler, & Aloa, 2013). Utilising the informal conversation in conjunction with the observations ensured that I could still obtain the mothers perspective on her child and was useful as a confirmation of my research question after my initial observations lead me to focus on the general area of C.W’s physical development and play. Deciding to only use anecdotal observations stemmed from McDevitt et al. (2013) that “the kind of observations we conduct depend on what we hope to gain from watching and listening to children” (50) and as the research focus question centres on helping to “identify individual needs” (51) much the same as anecdotal observations I decided they would be the most appropriate research method.

By doing so, they were able to figure out how children preferred to engage in a series of different play-based activities. They had the opportunity to work alone or with another partner. They focused the study on “solitary play” vs “peer play”. If the child chose to play alone they considered it solitary play, whereas if the child chose to play with his/her peers they considered it to be peer play. The examiners expected the children that chose to play alone to be the students that had behavioral disorders or disabilities in social engagement with their peers. The next question for the examiners to focus on was whether or not the child was strictly shy, or if they were experiencing a preference to play by themselves, rather than with their

Play contributes to children’s “physical, emotional and social well-being” (Else, 2009, p.8) and through play, the child’s holistic development and well-being is being constantly accounted for as is it led by the individual. The child decides what s/he wants to do and does it; it is

After reviewing the results of GP’s I-PAS, showing how developed his social and emotional skills were compared to the children in his age group, I understood why others followed GP and GP’s need for leadership in social play during center time activities. During most activities, I found that children gravitated towards GP and his social dramatic play activities because he openly invited others to join his games. With saying this, I found GP to be more aggressive towards his peers when they were not following the guidelines of his games. This compares to our reading in chapter seven of Frost et. al, (2001) text about the differences in social play between girls and boys and a study conducted by Ostrov and Keating (2004) explained how male children

Gross motor skills are usually associated with physical and kinetic advantages, but the social gain may be just as important for a child’s communication skills. Children all over the world use play to associate with other children, which usually is one of their main sources of social development at a young age (Goldstein, 2012). Unfortunately, many kids come from low-income homes and do not have the opportunity to involve themselves in sport or physical activities, which could lead to declines in physical development, thus affecting their gross

Through play, children are also able to form relationships with their peers, therefore developing socially. They are able to “learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills” all of which are important skills in a child’s world as well as the adult world (Ginsberg 183). This is especially prevalent in young school age children, who have had relatively few social encounters without the presence of their parents before entering school. These young children will often make life time friends by sharing a popular treat at snack time or borrowing a color crayon to another child who has broken theirs.

As kids appreciate cheerful emotions amid physical play, brotherhood amid organized amusements, and shared dreams amid imagine play, they get information about their way of life (F. P. Hughes, 2010). To some degree, lessons in social practices change as youngsters develop and settle on a greater amount they could call their own decisions about what and with whom to play. Play furnishes youngsters with a pleasurable discussion for honing parts, obligations, and abilities. From the point of view of social learning, play is a gainful medium through which kids deliberately mingle themselves into their group's conventions (McDevitt, Ormrod,