Design and Production of a game that Supports the Emotional and Social Aspects of Learning

Dramatic play permits children to fit the reality of the world into their own interests and knowledge. One of the purest forms of symbolic thought available to young children, dramatic play, contributes strongly to the intellectual development of children. Young children learn by imagining and doing and dramatic play allows them to do so. Dramatic play also promotes the use of speaking and listening skills. When children take part in this type of play, they practice words they have heard others say, and realize that they must listen to what other “players” say in order to be able to respond in an appropriate fashion. This style of play also promotes the development of social skills through interaction with others, peers or adults, which is a necessary factor in a child’s future.

The nature of discovery can be dependent on various aspects of necessity, and curiosity depending on the individual’s intentions as discovery can also be an unexpected or sudden experience. The play Away by Michael Gow, illustrates discovery as reassessing knowledge, beliefs and shapes relationships between families as it becomes necessary to revaluate and self- reflect. Away focus on the individual family’s relationships and views of life through change in physical location this can impact families to consider the necessary values of their lives to review emotionally and spiritually. Be by brother by Genevieve Clay-Smith explores the intellectual challenge of society and individuals to accept that people with disability are misjudged and

They may feel disoriented, unsettled and even anxious if they cannot finish a game or fantasy play. Reich& Zaurta (2010) suggested children use different coping mechanisms to reduce their anxiety. Some showing challenging behaviour when others may carry on playing and ignore the instructions they have been given. However, in order to help these children, practitioners must understand the children’s point of view and to know children use those coping behaviour because they are unable to tolerate their emotions, therefore, practitioners should help the children to manage their emotions in order to be more cooperative with transitions.

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.”

“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

Children need support and guidance to establish friendships with their peers by; modelling positive interactions with your colleagues and other children, using positive language, through play you show them how to develop communication and negotiation skills, turn taking and help children to

In order for a child to develop productive social skills, it is important to choose toys to enhance active, imaginative play, and discourage time at the computer or television. A game in which a child is encouraged to think for themselves rather than sit motionless staring at an electronic screen, is better for the development of the child’s social skills (Moore, 2). Time spent with other children, rather the child’s own age or older, will help develop necessary social skills that will stick with the child through adulthood (Roode, 1). From the day they are born, infants and children begin to form relationships, these relationships eventually deepen and enable them to handle future relationships with others outside their initial circle (Roode, 1). The ability for a person to build and further relationships, make moral judgments, etc. can be enhanced with games played with a group of children, stuffed animals, puppets or instruments (Roode, 1).

In this essay, we will identify and describe the seven goals for teaching appropriate social skills. First, helping children develop empathy and to learn to be generous, altruistic, and able to share equipment, experiences, and people with other children. Furthermore, helping children learn that being kind to others feels good and teaching children that everyone has rights and these rights are to be respected by all. While also emphasizing the value of cooperation and compassion rather than stressing competition and winning. Finally, helping children discover the pleasures of friendship and helping children with special needs fit into the life of the group.

Because of a disability, a child may struggle to establish friendships leading them to feel isolated from their peers, this results in the child’s self-confidence being affected and the child struggling to manage their own feelings. As a result this can lead to feelings of depression, self-harm and mental health problems. By not managing their own emotions a child can then lack empathy and be pushed further aside from their peers. A child with a disability may be at a higher risk of being bullied.

Sadness, openness, concern, desperation, happiness, admiration—these are the feelings I experienced while reading the stories of different families and their perspectives as parents of children with disabilities. Each reading offered a different aspects through the eyes of mothers, fathers, and, most importantly, the person with the disability. Through the experiences of each individual, I was able to gather more insight into the feelings of my own family members and friends that have dealt with the same inner struggles, and in turn, realize my own short comings with understanding and the importance of person first language.

Curson,D. & Sharkey, S.(2006) ‘Out of the mouths of babes’: Drawing upon siblings’ experiences to develop a therapeutic board game for siblings and children with a chronic illness. Clinical Psychology Forum, 159, 36-38

The children play games, which help them train. These games use physiology and psychology to determine each child’s strengths and weakness. One of the games they have is a computer game, which helps

Play is a way for children to learn about their environment and how interaction occurs within. It is through trial and error that children are able to create options; follow their own interests and show “independence in thought and actions” using their knowledge and understanding (Moyles, 2005, p.3). Children develop resilience though play. However for a number of children can experience stressful occurrences during their lives and play can often be restricted. Therefore the play worker’s role in supporting children’s play is a crucial measure towards children's development. For those that work with children require the dexterity to prompt and contribute to children’s play, which can be seen as a principle aspect of therapeutic alliance.

Too often the theory emotions focus on the real world, and not on how emotions are elicited through personal forms of entertainment. This is idea is how our emotions can be elicited through the means of fictional/make belief video games. Moreover, how video games cause emotions in the player, though they are perceived as perceptual illusion. Nonetheless, this form of entertainment causes certain emotion, however Gabriele Taylor would argue those emotional responses/feelings are wrong. This is because the player is often entertained through the means of causing violence. Therefore, this essay will first focus on how these emotions are rational (insofar that they are not recalcitrant), and argue that our emotional responses caused from video

Games have a great educational value and can be used in the classroom to make learners use the language instead of just thinking about learning the correct forms. They involve students in the process of learning. Lee(1979) says that games are enjoyable and that the essence of games lies in the goal which is visible and stimulating, and that is, among other things, to improve one’s own performance. Because the activities in the class are interesting, learners look forward to their language lessons. Lee adds: “it’s hard to see any difference between ‘work’ and ‘play’ – there is a pleasant, informal, and often relaxed atmosphere, favourable to language learning… A language is learnt by using it – and this means using it in situations and communicatively” (Lee, 1979: 1). Most language games distract the learners’ attention from the study of linguistic forms. They stop thinking about the language and instead use it productively. Repetition is basic to the language learning, but not the repetition of mechanical drills, although they should not be entirely eliminated. By