Lev Vygotsky Pretend Play

Sara Smilansky is a Developmental Theorist who has identified four types of play: Functional play, Constructive play, Dramatic play, and games with rules. Smilansky says that Dramatic play is the most mature type of play because this is the time where children start to understand their surroundings and imitate what they see others doing. The research on play focused on sociodramatic play and the impact it has on children’s learning. In Smilansky’s book ‘The Effects of Sociodramatic play on Disadvantaged Preschool Children’, she says that “…a form of voluntary social play activity in which preschool children participate”.

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.

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

Three Years: Pretend play helps children to de-centre as they explore how others might feel, think or act. They become aware of gender roles and start to make special friends. As imagination develops, children become easily afraid of things such as the dark or pretend monsters, etc. They begin to learn about negotiation.

Dunn, J., & Dale, N. (1984). I a daddy: 2-year-olds' collaboration in joint pretend play with sibling and with mother. In I. Bretherton (Ed.), Symbolic play: The development of social understanding (pp. 131- 158). New ^brk: Academic Press.

In her article “Role Play in Early Years Settings“, Julie Meighan points out the importance for preschools to “provide children with the opportunity to develop their imagination” through role plays. Furthermore, she talks about how “Imaginative play not only aids intellectual development but also improves children’s social skills and their creativity. In addition, it gives children a chance to play out events that they have observed or experienced in real life.” This is also true for the grown-up students. Role play helps the student to develop the skill to act small skits and shed their inhibitions while speaking.

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

From an early age children are known to engage in a number of activities in which would feed their curiosity alongside aiding their development. The main activity in which they would willingly participate in would be pretend play; play is not something which is only done by children however can be performed by adults and even animals.

In 2013 Davis et al. investigated the relationship between children’s IC status and their amount of private speech during free play. Research was conducted with a large, socially diverse, and mixed gendered sample of children aged five. Private speech has been defined as “the self-directed speech that emerges during the preschool years, when children start to talk themselves through their activities” (Lidstone et al., 2011, p.1). The children had IC interviews to distinguish who had one and what they were like. In addition to this, the

During the preschool years, they start to interact with each other by creating complex story lines together. As they do this, they learn to negotiate, cooperate, and share (though some kids don't master the art of sharing until they're 4 to 6 years old). When children disagree about who gets to be the daddy or who will wear the purple dress, they're actually developing important social skills, says Sara Wilford, director of the Early Childhood Program at Sarah Lawrence College in Bronxville, New York. How you can boost social play: Once your child

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.

Vygotsky viewed make-believe play as a sole, broadly influential zone of proximal development where children’s learning takes place within. The make-believe play makes kids trying out full various challenging skills in the way to advance children themselves (Vygotsky, 1933/ 1978). In Vygotsky’ theory, make-believe play is the core to lead children learning development; it helps children to create an imaginary situations and make them act before thinking. While children are pretending, they changed the meaning of usual things by creating

We know that young children develop social skills through play, and that they develop critical thinking skills and language is enriched and vocabulary increased. Play, especially make-believe play, aids in the child's development of the execution function, which is a key role in the child's ability to self-regulate. The curriculum "Tools of the Mind" approaches learning as socially mediated by peers and focused on play.

“For young children, there is no distinction between play and learning; they are one and the same. Playing is a priority in early childhood, yet not all play is the same” (Butler, 2008, p. 1). Since the beginning of mankind children have imitated adults and learned to survive through play. Evidence of this includes toys and board games from 6,000 years ago that have been found in Egypt and Asia (Dollinger, 2000). In the last two centuries, child’s play has been observed and studied by theorists and recognized as an important tool for adult life. Three theorists that studied children and spent their lives researching how children develop were Erik Erikson, Jean Piaget and Lev Vygotsky. These theorists agreed that from the time a child is

Ever walk past a child who is engaged in an activity while talking to themselves out loud? If so, do not worry, after reading this research paper you will understand it is perfectly normal. Language has many dynamics including: words, private speech, inner speech, syntagmatics, paradigmatics and much more. According to Craig and Dunn (2010) by age three, most children can use 900 to 1,000 words; by age 6, most children have a productive vocabulary of 2,600 words and can understand more than 20,000 (pg. 161). Some children I work with who are in the toddler room are able to talk, but leave out the pronouns a sentence. For example a child would say, “Us go on walk?” Language and cognitive development go hand in hand, as children learn about