The Relationship Between Literacy And Symbolic Play

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 relationship between play and learning seems obvious to many child professionals and parents, and yet there are still lack of understanding surrounding the importance of children's play. Some people believe that children need to "work" not play, and that playing serves no useful purpose in a learning and development environment. This is surprising considering that play, with its high levels of motivation and potential enjoyment empowers children (as well as people

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

Children’s creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology.

The terms “play”, “learn” and “teach” are commonly used in the early childhood sector. This essay attempts to define and interconnect these terms to produce a holistic understanding of how play can be used as a medium to help children learn.

Therefore emphasis on the Reggio Emilia approach is placed upon children’s many ‘symbolic languages’; these languages help the child explore and being to develop their own view of the world. These languages are based on: drawing, sculpting, dramatic play and writing, in order to achieve the best in a child and basing activities on aspects of: creative thinking, exploration and discovery, free play, following the interests on the child, valuing and encouraging all ways children express themselves, allowing children to talk about their ideas and then to re-visit them. A child’s environment has always been considered important in their learning and features in the Reggio Emilia approach; this philosophy claims that a child’s environment is known as a ‘third teacher’ as children must be able to learn through their experiences of senses: touching, moving, listening, seeing and hearing; which all

For this mathematical report the theme that has been chosen is Number recognition. The report will investigate how children can learn the concept related to number through everyday experiences, such as, playing and painting. The assignment will be linked to the Early Years Foundation Stage (EYFS). The report will demonstrate the planning, implementing and evaluating a range of activities which will support children in their mathematics knowledge focusing on numbers three and four years old. Activities supported by the Early Years Foundation will be displayed in the plan and evaluated in the report. The report will contain thorough key theories of learning linking to the activities that will take place. The evaluation in the report

Vygotsky (1896-1934) stated this idea by describing that "Apart from nature, everything around the world, including culture is based on human imagination" (Nilsson & Ferholt, 2014. p. 925). Duffy (2006) describes the creative as "the ability to perceive things in new and different ways, gaining knowledge from past exercises and relating those experiences to figure out how to co-op with new circumstances. He also explains the creativity as thinking along strange lines and breaking boundaries, utilising non-conventional ways to deal with the issues, going more distant than the given information and making something new or unique". Being artistic empowers children to make relationships with one learning areas to another and develop their knowledge in educational settings. This area incorporates music, dance, role-play and creative play (Sharp, 2001). Creative arts are the experiences that affect children's creativity through dance, music, visual arts and dramatic play (Mills,

Through play our learning and development extends. We discover new ways to achieve a goal such as, fitting differently shaped cubes into their correct holes. By twisting and turning the cubes children begin to understand that the shapes correspond to the holes on the ball.

Play is the business of childhood, allowing your child free rein to experiment with the world around him and the emotional world inside him, says Linda Acredolo, professor of psychology at the University of California at Davis and co-author of Baby Signs: How to Talk With Your Baby Before Your Baby Can Talk and Baby Minds: Brain-Building Games Your Baby Will Love. While it may look like mere child's play to you, there's a lot of work — problem solving, skill building, overcoming physical and mental challenges — going on behind the scenes. Here are some of the things your child is experiencing and learning, along with ideas on how you can help boost the benefits of his play. Play builds the

The relationship between language development and symbolic play is that help children with communication and become more skilled at using in their play, and they improve their ability to communicate increasingly complex ways. When children are engaged in play, they use language to interact with their peers, and are developing new vocabulary. Children are also able to improve their oral and written language

Causes children to find new and innovative ways to solve problems that are unique to them.

Even before a young child can read or write they learn the alphabet as the beginning of interpreting the process of reading and writing. Equally a small child can generally recognise popular signs and symbols, such as the “M” for McDonalds or the Coke symbol before they can read. Just as society associates signs and symbols with various meanings, artists convey their thinking, beliefs and feelings to the audience through their works. This can be described as visual language or how images are used to communicate messages. This communication is vital to

When you think of play you don’t really think about or realize how important it really is in a child’s life. It consists of five elements, and these elements are the make-up and the meaning of play. The first element is that it is pleasurable and enjoyable. This means it must be fun! In order for it to be considered play, there must be a fun and enjoyable element to it. Play also has no extrinsic goal which means it is engaged for

An interesting movement activity for a two-year old is the one named Color Dash. In this game, several large articles of different color are to be placed in plain sight around the room. The caretaker helps the toddler to identify all the colors, then gives the signal for one of them and has the child racing towards it. This course of action is repeated for all colors, then the child is told to change the order of colors by moving the objects, and the game is repeated. A two-year old shows increasing skill in both gross and fine movements, and as such is capable of lifting, carrying, climbing, jumping and running. Also, they present a lively form of communication, expressing themselves through "words, gestures and mime either separately or in combination. Developments in language are immediately reflected in children's play" (Sheridan, 1999).