Nine Learning Expreriences Essay

For example, one young boy pretended to be a police officer and another boy pretended to be a bad guy; thus, the police role is expected to catch the bad guy. Therefore, he needs to chase until the bad guy get caught. In this game both have fun from the beginning to the end, they laugh, share and increase their social skills through their communication. There is not only for fun while they are playing but children can learn how to solve the problem and combine their imagination together to form solutions about what the police would do with the bad guy. To connect with his point I somewhat agree with Carlson’s claim in his article that teachers and parents may misunderstand between rough, tumble, play and real fight. Based on Gartrell and Sonsteng claim " Teachers and parents often mistake this play style for real fighting that can lead to injury, so they prohibit it” (p. 18). Carlson pointed out in his article that the benefit of appropriate rough play and tumble play are helping children not only to have an enjoyable and agreeable playing role with their friends but also build up their social interaction and physical skills while they are playing with each other.

As an early years practitioner you will recognise that children’s play is closely linked to their learning and development. Children learn in so many different ways but you will notice that they learn mainly through play. When children are able to do many different activity’s that allows them to lean but have fun at the same time thy will find what they are doing fun and will engage the children. It is important that when in you your setting you set up a variety of educational activity’s this way the children will be able to choose freely what they want to do.

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.

I observed collaborative play, but not collaborative pretend play. She did not pretend or fantasize scenarios or games with her peers. She did, however, play with her peers. She would run around the playground with them and they also played a few games of hide-and-go-seek. I did not observe gender-segregated play, which is play in which boys and girls associate only with members of their own sex. Despite there being few boys in the class, there was a little boy who engaged in one of the games of hide-and-go-seek. Autumn had a few friends that she played with on the playground. She and another little girl named Aspen played together on the monkey bars throughout the entire time I observed. Autumn seemed to be well liked by her peers that were around her. She was never hesitant to go up to anyone. Her peers did not seem hesitant to go up to her either. Since she and her peers were only four, I did not observe popularity concerns. Many of them differed in social status and they also did not seem to care. They all engaged in play back and forth with each other throughout the entire time they had playtime outside. Since Autumn was so easy going, I do not see her ever facing social

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.

Put all the blocks on the table or ground. Invite the students over. I will tell them that they will be building a house for a Dog today. Ask them what they think they will be using to build the house. Tell them that they will be using play dough and blocks. Clarify that pretend is not real. We can pretend to cook at the play kitchen or pretend to be a dog. Explain that mice cannot really build a house with blocks and clay. This is just pretending and the Dog they are using in their activity is pretend only. Ask the children what they like to pretend to be or do when they grow up.

Youngblade, L. M.. & Dunn, J. (1995). Individual differences in young children's pretend play with mother and sibling: Links to relationships and understanding of other people's feelings and beliefs. Child Devel- opment, 66, 1472-1492.

Again activities are planned around sand and water play as it stimulates creativity, where children are encouraged to explore a range of resources to make something with wet and dry sand using their imaginations and sharing ideas. This helps children come out with all sorts of ideas

Firstly, considering that children have sand experience in outdoor sandbox everyday, educators may provide other sensory materials for indoor activities, the alternatives can be play dough, shredded paper or food substitutes such as rice, corn, pasta, etc. (Crowther, 2015, p.86). Moreover, food materials have provided the sense of belongings.

Free from adult obligations and unburdened by serious responsibilities, children are likely to spend many of their days role-playing imaginative scenarios, an activity known as pretend play [CITE CITE]. Typically appearing around the age of twelve months, pretend play is initially central to the self, before expanding to include peers and objects [CITE]. As well as being an effective way to keep children entertained, prominent psychologist Lev Vygotsky believed pretend play to be a complex process which fosters the development of vital cognitive operations such as self-regulation (impulse control, self-direction, planning, and appropriate social behaviour) and symbolic thought (assigning an alternative meaning to something), known together

Free-form play helps children learn their own interest and creativity. Using imagination is also important as a child, it gives them a freedom to learn to be their own person, and show their emotions. Pretend play also helps them understand the values and needs of others.

A key way in which adults can support children to learn through play is to help them think about what they are doing and draw attention to possibilities. For example asking a reasonable question ‘I wonder what would happen if the sand was wetter?’ This gives the child chance to think and possibly try out what has been asked to see if the sand castle would stand up with a better structure if using wet sand. To extend children’s learning by drawing their attention to details and accurately naming objects and actions. This allows the child to develop within their vocabulary but also helps them notice concepts.

As they children are playing in the block play area they are able to develop in their social developmental domain as they learn to communicate with each other as they take turns with the blocks and other materials. The children will learn how to play in different types of play, such as solitary, parallel, cooperative, and associative play. As they are building the children can ask questions, and have discussions with their peers or with an educator. The children will learn how to respect the property of the block play area, and other children’s space as they are building.

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.

"Play that is initiated and directed by children and that bubbles up from within the child rather than being imposed by adults is disappearing from our landscape of childhood. There are many reasons for this, such as long hours spent in front of a TV, fear of "stranger danger" when outside." (Exchange Every Day, 2009)