Summary Of The Objective Of Activity 2

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.

Two major theories explain on the importance of play in early childhood development, the Psychoanalytic theories and the constructivist theories. The constructivist view focuses on play as a mean for children to construct knowledge. Through play children can experience pleasant and unpleasant situations (Charlesworth, 2011). Vygotsky emphasizes on representational play. for Vygotsky, the fantasy play in early part of a child’s life is critical for their development (Charlesworth, R. 2011). Representational play and the help of adults can help children creates a Zones of Proximal Development (ZPD) where children can build on of their skills and develop new skills. Through play children can pretend to be whatever they want without fear of rejection, or punishment. Play is critical for children to develop and practice new language skills (Han, Moore, Vukelich, and Buell).

In the book, The Boy Who Would Be A Helicopter, Vivian Paley (1990), a kindergarten teacher examines the role of stories and storytelling in teaching her students and addresses the development of friendship in the classroom. Paley (1990) describes her adventures in understanding and learning about the minds of her students as they go to multiple unknown places when in the process of play. Paley (1990) discusses what she has learned and discovered as her students play and act out the stories that come to their minds. Through Paley (1990)’s voice and the children’s play and conversations, the book follows the story of Jason a lonely boy and his triumph into the storytelling society of his classmates. This book review will critically evaluate the book’s usefulness in light of the course topics play and friendship.

The learning activity chosen is for year 3 students, having the children chose a book they have read and enjoyed and get them to write up a book report detailing the Main characters, what happens at the start of the book, middle of the book and at the end along with the child’s personal connection with the book, what they think may happen to the characters after the story has finished and if they like the book or not and if they would recommend it to others. They will need to use the form provided to describe the main characters in the books and give an overview of what happens in the start, middle and end of the book. The children will also be required to explore the personal connection they have with the book and what they thought of the

Stories show to children the way of solving problems, at the same time, the child learns some practical information, such as. why we use word »zebra« for the pedestrian crossing and what is zebra, basic rules about traffic, how grow certain plants, which are often obtained on the plate and how to bake healthy cookies.

| After the story has been told several times the children willpantomine the story as the teacher tells it again. You can carry this “physical storytelling” further, as the teacher recombines previouslylearned TPR commands with familiar storymaterial as the children act out to create a new story. Activities that explore multiple intelligences are incorporated by the teacher (Gardner, 1998), or different methods of language needs for the students (Vogt, & Echevarria, 2008; Echevarria, Short, & Vogt. 2008).

Choose two or three themes in the story and explain how these are evidence of the writer’s ability to tell the story from a child’s perspective.

Instructional Activity: This book activity would be implemented in a first or second grade classroom so the students would be able to express their creativity through writing. After “reading” the book we would discusses if the events of the book really happened or if it was just a dream. Then the students would write about one of their own dreams or write about their own adventure with Wonder Bear.

Play has been defined as a dynamic process that develops and changes as it becomes progressively more varied and complex. Play is considered a crucial facilitator for learning and development, and reflects the social and cultural contexts in which children live (Christie, 2001)

The use of drama within children’s development is vital because it educates them whilst making things exciting

Knowledge is increased when the teachings are devised to be purposeful, collaborative and engrossing, with everyday life purposes (Miller, 2008, p. 17). As the children are still quite young and just starting out in their education careers it was felt that there was a need to keep the information simple, concise and relevant to capture their interests without alienating their interests with too much information. As Piaget says, for a child to learn facts, it depends in part to a child’s capacity to relate to the facts in a way that is meaningful to them (Furth and Wachs, 1974, p. 13). The use of story writing using the facts allows the children to use their own ideas on how they think life would have been like and to use what they know to develop and interesting story on the topic, this also links in with the cross curricular subject of literacy with the story writing component and helps with development of critical and creative

Lesson Purpose/Goal: The goal of this lesson is to teach children how to ask and answer questions about key details in a story being able to retell key concepts, which supports understanding of literacy text.

Play is an unconstrained and dynamic procedure in which considering, feeling and doing can prosper; when we play we are liberated to be imaginative and inventive. In play, everything is conceivable with reality frequently slighted and creative ability and free-stream thinking coming first. Play is an exceedingly inventive procedure, utilizing body and psyche; it is adaptable and frequently free from remotely forced objectives (in spite of the fact that youngsters regularly make these up themselves). Play is imperative to all kids regardless of what their impedances or conduct. Play can be profoundly fulfilling. The joy and fervor of playing, the force and fixation, the flexibility to analysis, to investigate and to make, to discover how things

Students will be motivated to use their imaginations and indulge in exploring the structure of a narrative

Young children are like sponges; they absorb information like a sponge absorbs water. It is essential for them to be emerged in an environment in which they can absorb positive information so that one day they can become contributing members of our society and have a better future. For this reason, there is a pronounced importance on providing enriching environments for children to learn and develop appropriately. One of the ways that this can be achieved is through a literacy rich environment specifically with the use of story reading and storytelling.