Dore's Play Observation

Through play they are able to learn their environment and it helps with learning. In the area of language development preschoolers are developing well as they learn more words and are very verbal. Children are more vocal about their surroundings, feelings, and other individuals. It is important to pay attention to speech during this time as most delays in language are noticed during this stage of development. “It is important to encourage talk at this time, and to seek advice from a specialist if any delays are suspected.” (Christina J. Groark, Stephanie K. McCarthy, Afton R. Kirk, 2014) Socially children are developing as they show interest in playing with other children. “Children are driven by the desire to be liked and place the utmost importance on friends.” (Christina J. Groark, Stephanie K. McCarthy, Afton R. Kirk, 2014) It is during this period they children learn how to share and respect other feelings. Children learn how to follow rules and know their boundaries during this stage of development. Each stage of development is essential in how well children are able to enjoy the exciting time of preschool.

According to Piaget’s Four Stages of Cognitive Development, it should be in sensorimotor and preoperational stages. At sensorimotor stage, infants will from reflexive to goal directed behavior. The limitation of this stage is object permanence. At preoperational stage, children begin to think or imagine something in their mind, they will gain two cognitive accomplishments, mental representations and intuitive thought. Mental representations mean children can mentally represent something in the past or future but not now. Intuitive thought means children are self-centered, and they trust others have the same idea as their own. There are three limitations at this stage, first is egocentrism. It means children cannot think something from other’s perspective. Second is lack of conservation, it means if you change the its shape or appearance of something, its weight still the same, but children cannot understand that. Last one is lack of hierarchical classification, it is very hard for children to distinguish similar objects. Little People Musical Preschool has more than 35 sounds of music and phrases to motivate children. It is helpful because they will have a higher interest in language, it is good for mental representations during age 2 to 7 years old. Also, children can gain knowledge through this virtual toy world, in this little world, children may think toys have the same ideas with him, it can exercise their imagination. Also, caregiver can give children some situation to let children use these toys to make up a

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

Play is one of the biggest roles in the development of language in all children. Play helps with learning many different important things such as shapes, colors, and even sounds. Play has the ability to remove the feeling of pressure and frustration from the communication process and also can impact many different components of language. Two components of language that play impacts during development are turn-taking and semantic features.

According to Lev Vygotsky, in the article Play: The Work of Lev Vygotsky (2017), when children partake in play they are building their language and cognitive development

Pretend play, also known as creative play, imaginative play, and make-believe play begin during infancy from 11 months to 18 months in typically developing children. Pretend play begins to change into other types of play between the ages of 10 and 12 years. When children are playing pretend, it appears as if an inanimate object is real, creating a situation as if there is more going on than what is literally happening. Examples of pretend play can include but not limited to; playing “mom and dad”, play shopping, play cooking, and playing dress-up. Pretend play can be seen as a thinking skill, as children have to understand the meaning of what is happening. This type of play can be seen in a variety of environments such as day care centres, kindergarten classes, elementary school, households etc. The overall aim of the study was to examine the frequency of pretend play in children between the ages 11 months to 10 years of age. The cognitive-developmental perspective focuses on how

Play for toddlers is sensory-motor, the pleasure of using their senses, sucking, biting, touching, and moving toes, fingers, arms and legs. They seem to babble and enjoy listening to other sounds of voices. They tend to imitate the expressions of others such as opening their mouth, imitating hand gestures, and body movements. At the end of the second year, symbolic imitation in the form of simply play occurs around this time when they may make an attempt, as early as eighteen months, in order to feed a doll or toy bear.

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

A field that has seen rapid growth in the last few decades is child therapy. Unlike adult therapy which can be as simple as a conversation between peers, child therapy presents a variety of new barriers. One barrier faced by child therapists is understanding behaviors that come from individuals on a different developmental level than themselves. Techniques and conversations that can be readily applied to adults by therapists are lost on children. Additionally with disorders that effect communication and connection, all attempts previously used would be null and void. Unfortunately, the individuals who would benefit from therapy the most are the ones who present these barriers. In an effort to make up for these deficits, play therapy was introduced as a way to transcend language barriers and aid the child in becoming self-aware on their own.

Further assessment revealed that N did not display use of age-appropriate grammatical and inflectional morphemes, including present progressive –ing and plural –s. According to Pence and Justice (2008), children ranging from 36-60 months also exhibit use of deictic terms and relational terms. During assessment, N did not demonstrate use or understanding of age-appropriate deictic terms, relational terms and article, including: quantitative concepts (some, more, most), spatial prepositions (under, in back of, next to), pronouns (his, her, they, he), and personal deixis (I,

Play is a complex landscape where children’s thinking and the complexity of their ideas and signs deserve closer attention, if practitioners are to understand and truly value children’s meaning-making.

As an example, the author’s indicate that during the preoperational stage of language development, preschool kids make use of symbols to depict their initial sensorimotor discoveries. Language development and make-play notions are evident. Thinking nonetheless lacks the logic of the two final stages. Fundamentally, the video presented information on language development in children while the book conducted a detailed research on the various stages that associated with the same. It is essential to note that the basis of information in the two materials is similar but different approaches are used by the composers for understanding language

During the early years, the roles of the average child are characterised by play. Children actively explore and interact with people and objects in their world. These interactions provide the child with an understanding of control and connectedness. Children repeat actions to establish relationships between materials and objects. Students then modify their interactions to examine new relationships. During the first few years of life language develops and play evolves, from exploration to using objects to pretend and mimic activities in the world. This paper will firstly look at what play is and how it benefits children, secondly the paper will look at how play is similar and different for children with and without special education needs (SEN), thirdly the paper will explain why this knowledge of play is valuable to professionals in education, and lastly the paper will suggest recommendations on knowledge that professionals should have when supporting children in

One study shows that two-year-olds use pragmatic cues to differentiate reference to objects and actions. This study explains that children will use social-pragmatic cues to determine which object in a set is being referred to using a novel word. It also claims that if the whole-object constraint exists, then it can “very easily be overridden” by social-pragmatic cues. In the study, the researchers conducted two experiments. The first study had two-year old children hear novel word said in conjunction with a name-less action being performed on a novel object. They then went through a training procedure to make sure they did not know the names of the objects presented. Then, the experimenter presented the child with three objects, a spoon, a ball, and a cup. The experimenter then asked the children to show her the

This experiment tested three groups of children in several areas to determine the correlations between them. The three groups included speaking children with autism, non-speaking children with autism and typically developing children. The children were tested in several different areas including pretend play, deferred imitation as well as parental interactional style. Pretend play is the act of giving an object properties that is does not have. For example, playing family, using a block as a pretend truck.