Syllabus
Dramatic Play Generally dramatic play has been proven is one of the main activities that can enhance child emotional development and can be the entertainment for the children.
The game we would like to propose in our syllabus is “Live in Your Space”. In this dramatic game, the instructors will give instructions to kids to build their own space such as school, library, post office, kitchen, grocery or office. The kids will be divided into smaller groups of three or four peoples for them to work together to build their own space in 30 to 45 minutes period and after that the kids need to act the roles they have chosen since children actually love to pretend as adults.
There are various toys provided in the childcare that kids can use to build the setting they want. For example a group of kids wanted to build a classroom setting. They can use everything in their surrounding for the setting such as books, number or alphabets blocks, some cards and etc. They also can arrange the chairs and tables in order to make it similar with a classroom by help from teacher. After the setting, the kids can pretend as teacher teaching in the classroom or as students listening to the lessons. The teacher can ring a bell when wanted the end the pretend play to make the situation similar with a real school. Generally in this game, kids need to learn how to work together and tolerate with each other in order to accomplish the task. They might have different opinions in setting their
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 team needs to be aware of all the children situations, to all work in the same direction and provide a common and strong support or pace of action. Moreover, through observing kid’s needs, the team can share what they have spotted and thereafter set the play setting according to their needs, likes and dislikes. At the same time, the team is responsible to act collaboratively to keep the space safe and “organised” for the kids to enjoy fully of their time to play and take the most of it, for the same reason the team needs to be ready to respond, trigger and challenge to children’s cues.
While the children are playing with each other they are working on their cooperation skills, communicate skill, fine motor skills and their gross motor skills all at once. Pretend play gives children a visual perception on things in life. It also teaches children how to face some real life situations they might have to face in life. There are specific materials children will be using in this activity because in pretend play and thing can be used or absolutely nothing has to be used . as the teacher I have to model out some situations so children can feel more comfortable while playing.
When learning becomes fun the teachers find it less challenging for trying to keep the child engaged in the activity at hand. The job of the educator working with a play-based curriculum is to facilitate play, to draw out and extend what children learn through play (Play Based Programmes, 2015). Children have a variety of play spaces available that mimic their regular world around them, each space can be intertwined with another centre such as combining the truck centre with the block centre, or adding in some zoo animals to the area. The play based approach can be used by children of all abilities, it allows children to play independently or as a small group, and allows the children the opportunity to bring their home life into their play.
Our aim is and always has been to provide all children with the best situation for their individual learning style within a play based curriculum, this will allow for the deepest and most effective learning. Hence the current room set up which encourages children to make personal choices of activities to play with.
Dramatic play is one of the most important and useful center for children in the classroom. By playing in dramatic play they can develop their physical, cognitive, linguistic, social and emotional domains. In the article “Supporting Language: Culturally Rich Dramatic Play” the author state” Mrs. Ramos invites them to talk about their weekend activities. Rodrigo says he and his grandmother went to the panaderia (bakery). Two children ask, “What is that?” Juanita explains, “That’s a bakery where you buy bread and cake.” Mrs. Ramos says she and her mother used to go to the panaderia when she was a child. The children smile.” This a further proof of how children can develop their cognitive, linguistic
Play is central to the development of children, enabling them to make sense of their world as they learn through exploration and experimentation. Susan Isaacs said ‘play is indeed the child’s work and the means whereby he grows and develops’. (Isaacs,1929) Play can support a child’s social, emotional and behavioural development through the following:
Early childhood educators are well aware of how important a role play is to a child's learning and development. Teachers intuitively know that play is an integral part of a young child's life. Being able to play, both with others and alone is a crucial aspect of a child's healthy development. Much research has been conducted on the subject of play and children's development. It has been documented that play enhances a child's physical, emotional, social, and creative
165 and Wood & Attfield's 1996, p.76.) It encourages children to develop the ability to control their actions and emotions and adjust them to the recognized social norm and in addition to that, play helps children to prepare themselves to become an active member of a culture and their own family by interacting with the people closest to them, such as parents and other family members (Vygotsky, as cited in Brennan, 2012, p.162.) As a result of this, their social and emotional development is advanced from an early stage.
There are numerous theories of play and countless theorists, from Freud and Spencer to Piaget and Vygotsky, who have studied play in relation to what it is and what it does for the child. This essay will outline the definition and value of play and the importance of how it can foster the child’s learning in regards to these theorists who studied the effects in great detail. It will discuss the how the environments constructed by educators can impact play and the theories of learning relating to the quote “play and learning are inextricably woven together ...” Ebbeck and Waniganayake, 2010, p. 5).
Play is very instrumental to young children’s learning. The design, layout and physical environment play a definitive role in the quality of children learning. To introduce play to young children through props and materials and the possible roles that children may play. Free play is the best way to make sure children are learning through play. Free play also provides an extended conversation that will lead to language literacy. Creating a play environment in the classroom to tailored to the interest, experience, and needs of young children. Some of the play environment a teacher can create to facilitate to the students can be, grocery store, pet store, post office, school, or weather
Play is considered as an important tool for emotional development as children recognise themselves more clearly and they are encouraged to fully realize their potential (Oliver & Klugman, 2002). Piaget explains that during pre-operational stage children develop their ability to distinguish between the real and mental world by using an object as a symbol for something else rather than the object itself and Vygotsky also agreed to this concept (Dockett & Fleer, 2002). Play enables them to share their play with their peers and listen to others point of views which develop their empathy (Smidt, 2011). Play positively affects the emotional well- being of the child when they show their enjoyment through laughter, smiles. They get motivated to play when they are the active participants in the play and achieve mastery in known fields being acknowledged by the adults. It gives them internal excitement which nurtures their desire to learn.
Play tests the ability of the children to be able to develop ideas around places and objective. The pretend play assists children in developing important critical thinking and evaluative skills. For instance, the board games tech the children importance concept such as waiting, turn-taking and socialization with other students. Children during play use gross and fine motor skills and react socially to each other. The children thinking what they are going to do and use language to communicate with one another and they respond emotionally to the activities.
The activities involved in this plan require children to work as an individual, pairs and as a whole class, however these activities are flexible and could be changed to suit different grouping.
What is play? Play is “a recreational activity; especially the spontaneous activity of children.” (Webster, 2010) Play is such a basic function and daily routine in a child’s life. Although the roles of play and the types of play change though age, it all incorporates in the growth and development of a child.