Exploratory Play Analysis

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

Is it Important for a child to play? The obvious answer would be yes but what constitutes play? Free unstructured play? Structured play? What differences do these types of play involve and which is better? The question why should my child play and why can’t they do it alone comes to mind to many parents often or is sometimes not even thought about in their busy lives to keep the child provided for. It is often at the back of our minds that children enjoy themselves while making sure they have everything needed to survive is right at the forefront.

This toy is connected to information processing because this theory states that memory grows with age and experience. The more the child hears the noises associated with the picture of the animal, the more likely it will be permanently stored in their long-term memory. Core-knowledge theorists believe that language is a specialized domain of knowledge therefore, it comes more naturally to children. So, one thing a parent could suggest to enhance their child’s cognitive development is to have the child repeat the sound out loud and then say what animal it is associated with. Due to the fact that language comes more easily to children, talking out loud can help the child learn the noises each animal makes and keep it in their long-term

Cognitive: starting to explore pretend play in the home corner or with small world toys, they become interested in mark making and painting and books.

This is when the child sees that the old schema does not work and therefore changes their pattern of behaviour. The child will come across a new object like a ball and attempt to put it into their mouth just like before but will soon see that this does not work properly and so they adapt it. For example, they may chuck it out of frustration and see that it's rolls on the floor.

Session held at the SVABA center. Activities: puzzles, tracing numbers, coloring flowers, outdoor activity, walk to Kaiser, snack, reading and blocks. DI and Wyatt work on tracing number, DI assist Wyatt by giving him a full physical prompt. Wyatt can count 1-10 independently. Wyatt can identify his colors independently. During coloring DI assist Wyatt hand-over-hand to color each flower. Wyatt independently engaged on the reading. DI read two books to Wyatt, Wyatt was able to point to picture on the book "Elmo, bird & duck". Wyatt present aggressive behavior toward DI and peer, DI re-direct Wyatt by telling him "safe hands and put his hand together. DI will work on helping Wyatt to keep hands to himself and give space to

Throughout the puzzle, the clinical team verbally reinforced Rosemary for trying and connecting the puzzle pieces. Rosemary sat nicely and stayed engaged with the puzzle until it was complete. Rosemary also talked throughout the activity, her language was appropriate for the situation and or actions. When iRosemary was asked who was the character on the puzzle twice, she correctly answered Miles from Tomorrowland. Rosemary labeled actions correctly; such as you kick the ball when Mom kick the ball. In addition, the clinical team observed that Rosemary was successful at listener responding. For instance, when the clinical team called Rosemary's name she turned and looked after the third time. Mom also told the clinical team that Rosemary likes toys that vibrate. The clinical team then presented Rosemary with a singing vibrating light up ball. Rosemary played with the ball for three minutes. Mom added that Rosemary used to have a ball like that. Rosemary's baby brother reached for the ball, mom told Rosemary to share the ball. Rosemary refused to share the ball after mom told her to share three times. Rosemary,

When initiating play with clinician Sarahia extended toy and released it from her grasp with ease. Team also observe her using the pads of her fingertips to grab the crayon and was able to spontaneously scribble.

In the nonsymbolic task, the children were shown a doll and a room, and watched as the

The child’s play session involved playing with several toys. One toy in particular was a shape sorting game. Through his interaction with this toy the child exhibited trial and error operation as he figured out the proper orientation to get each shape into the container. This behavior is characteristic of Stage II of Westby Play Scale. The toddler’s play attached language was focused on the labeling objects. He produced the word /tɹʌk/ several times throughout the play session in referring to his toy cars. Additionally, the child was able to make a request to his mother. While playing with his cars on a track the child stopped and handed the toy to his mother. In doing so, the toddler made a nonlinguistic request for action as termed in Dore’s

The experiment will take place in a normal, everyday play situation between you and a child. During the play session, the child will be shown an object pair. For example, it could be the pair of forks that you have chosen beforehand. You will present the forks and make sure to name it at least ten times during the five minutes of play. Halfway through the play session, bring out a different object that is irrelevant to the fork and verbally tell the child that it is not a fork.

Students were allowed to play together in semi-supervised activities after the morning song. Whenever possible, the teacher and the aides used the opportunities presented by the children's play to teach basic concepts. They would ask about the color of specific toys or ask children to describe if something felt smooth or rough. For children with physical challenges, some of the paraprofessionals helped them with basic occupational skills, such as holding a crayon and manipulating some toy tools and cars.

In the first stage of the experiment, children were brought to the experimental room by the controller and the model, who was in the hallway outside the room and was invited to come in and join in the game. The room was set up for playing and the activities were selected because they had high interest for nursery school children. One area was arranged was a child’s play area, where there was a table and chair, potato prints and stickers. After settling the child in its corner the adult model was brought to the other side of the room where there was a small table, chair, tinker-toy set, a mallet and a big inflatable Bobo doll. After the model was seated the experimenter left the experimental room (Diessner, 2008).

How long would it take for me to…? Many cultures believe play is immature and just a means to fill in time, here in New Zealand play is generally seen as a way of understanding our environment. Through interaction with the objects around us, children and adults alike understand how things work and what is to be done to manipulate the object/s.

This observation took place September 26, 2014 at a daycare in Homestead. A friend of mine is a teacher at “My Little Angels” and while waiting for her, I sat down to watch some children playing. There were many kids to do the observation on, but a little girl playing kitchen set caught my eye. I started watching her from 2:00pm to 2:33pm. It is fascinating what kids do and what we can find out about their behavior by watching them for just thirty minutes.