Cyp 3.1task a

Lastly is the common space for all the children to hang out together. The tables and chairs provided can be use for educational purposes or a place for them to eat. The shelf located at the bottom is the shelf for the shoes to ensure the cleanliness of the room as all the children will need to place their shoes there.

Observation is a key practice which enables the Playworker to look at the child without intervention, however we need other ways to analyse their play preferences as children love to copy whether it be adults or peers, so we are seeing what the child sees and not necessarily what the child likes and chooses for themselves, so this may not be a true reflection of their preferences. All children and young people may act in a different way when watched, some may love the attention but others may recoil through shyness and not show us their usual behaviour. One way of finding out the child or young person’s preferences would be to talk to them about their play preferences. This could be done on a 1:1 basis or in small groups depending on the

Some children do not take turns well because they think they are going to miss out if they cannot play the moment. But if they are assured that they can play just need to wait, then they will wait for their

A small number of young children are playing together in a toy kitchen in one of the children bedrooms located in a home setting. The children - pseudonym used- include a 2 year old girl Quinn along with her friends Ava (4) and her sister Keira (20months). These two girls (Ava and Keira) are dropped off at a family friends house while their mother goes at work. The caregiver then takes them to kindergarten. A mother of a child was observing the children while they were playing together. These children are using a form of play called pretend play. This involves using their imagination and social skills as they are role playing, for instance a parent. Children often do this as they are making sense of what occurs in

Observe the child if he or she can self – regulate in free play. If the child behavior is not to well such as the child does not what to share the toys with other children. I would take the child to another area and talk to the child about how we are supposed to share.

Stimulus behaviour: Mahir (3 years old) actively participating in regular routine and play experience on his own, with minimal or no interaction with others. Mahir demonstrate he has the verbal language skills when he is pretend play with toy cars, and he shows receptive language skills when interact with educators. However, Mahir’s use of language in interaction is limited, he requires improvement in language skill in order to develop better quality friendship (Porter, 2016). Mahir display solitary play throughout the day, he was fully engaged in the activity by himself. When other children talks to Mahir or initiate to play with him, Mahir does not seem to notice other children, and maintains focus on what is he doing. According to Porter (2016), at age 2-3 years, “children begin to seek out peers in earnest” and “they are more able to initiate interactions” (p. 157). Those evidence of social play development was absent in Mahir’s case, as he display the preference to play alone. Being socially isolated over time can have negative impact on children. For example, depression or reactive aggression (Porter, 2016). Conversely, positive relationship are beneficial to children’s developments (Porter, 2016). Therefore, it is important to support Mahir’s social development.

When more rather than less play equipment is available, children tend to play in smaller subgroups including playing alone some of the time; also with more equipment available, there is less sharing of equipment and less aggressive behavior and overall a less stressful situation for the children.

Group socialization/ cooperative play - fine and gross motor development leads to more advanced play and desire to play with others

During the first observation, the child will play individually with the provided toys, whereas during the second and third observation sessions the participant will engage in two peer plays, one with a same sex partner, and one with a child of the opposite sex. An example of the data-sheet that will be used in this study can be found in appendix A of this document.

This type of play is found in older preschoolers or children who have been in a setting around other children or have older siblings.

Children begin to form stronger bonds with other children and engage in frequent play with their peers.

Amongst the many theorists, Mildred Parten and Jean Piaget are significant to the field of early observational studies comprising of children in the free play atmosphere. Parten asserted that social participation amongst preschool aged children amplified as the child’s age increased (Parten 1932). To support her logic she categorized play into six distinct categories of social participation which include unoccupied behavior, solitary play, onlooker behavior, parallel play,

Let’s start from the beginning and take a newborn for example, one that is just stepping into the world of social interaction, they are in the category of what is called unoccupied play, this type of play is seen in newborns and infants, between the ages of 0 and 2; This is more about observing and taking in the world around us. Think about how happy a baby is when they are around people they love, such as their parents or siblings. When the baby smiles or coos and shows other forms of serve and returns actions or those mimicked from or by others, they are laying down the ground work for solid relations for later in their life. Adult and child interaction is critical in this stage, it will help the baby grow (McDevitt & Ormrod, 2013).

Both participants were evaluated to examine baseline reciprocal play skills. In order to assess reciprocal play, each participant was assigned a typically developing child to play with. Three play sets were used as toys the children could interact with (pretend airport, zoo & grill). The measures used to determine levels of interaction included transcription of scripted verbalizations, scripted play actions, unscripted verbalizations, unscripted play actions, cooperative play and reciprocal verbal interaction chains. This data was compiled from four minute play sessions.

R27: … you get to an age where if your sisters are playing with them and they are younger, you don’t really want to play the same things as