Symbolic Play Research Paper

I decided for my play review that I would go see Mary Poppins The Broadway Musical at the Jefferson Davis Fine Arts building this past weekend. The play is based on the stories of P.L. Travers and the Walt Disney Film; the original music was by Richard M. Sherman and Robert B. Sherman, the book written by Julian Fellowes, and the co-creator of the original was Cameron Mackintosh.

According to the data represented in the journal Symbolic Play and Novel Noun Learning in Deaf and Hearing Children: Longitudinal Effects of Access to Sound on Early Precursors of Language, the overall results demonstrate that deaf children with cochlear implants were delayed in comparison to children who do not display hearing conditions in their achievement of symbolic play and novel noun learning. In this study, 180 children with cochlear implants and 96 hearing children were used in this study, ages 5 months to 5 years old. Participants gathered in this research were gathered from 6 clinical implant centers along with two preschools that had enrolled normal hearing children. The purpose of this study is to show a difference

The Concrete Operational Stage (7-11): - A this stage the child can operate objects and understand them providing they can se them and/or are holding them. The child can count, spell, read etc. Although the child still needs some objects i.e. fingers, toys to count there is still a need for visual assistance. The child is developing a less egocentric perspective.

Children can classify and order, as well as organise objects into series. The child is still tied to the immediate experience but within these limitations can perform logical mental operations. For example, can solve mental problems using counters and objects.

Pre-operational stage (toddler and early childhood) is demonstrated through the use of symbols, language, matures, memory and imagination are developed but thinking is non-logical.

The social element of symbolic play is a vital aspect to be taken into account in the cognitive development of children. Vygotsky (1978) theorised that children learn and practice social skills with their parents, and they develop this learning through social interactions. Piaget also emphasised the significance of social interaction so the child can progress outside of their egocentrism that is linked to the pre operational stage. (London, 2001) Similansky 1968 also supported Piaget theory, and studied the impact that symbolic play has on children’s cognitive and social development. The Smilansky scale developed by Smilansky and Shefatya in 1990 assesses the child’s maturity through socio-dramatic play, identifying five elements.

Firstly, the stage of pre operational, which lasts until about age seven, in which the children have the ability of many feats that they could not achieve prior. For instance, they commence to making to believe in play, achieving simple routines, such as venturing to eat or get to kip. However, in order to organize play, they must symbolize those

Play can offer children to learn concepts of science such as the structure of matter, know between force and motion, and diversity. P1

| third stage of cognitive development in which the school-age child becomes capable of logical though processes but is not yet capable of abstract

This is an important issue due to the parents’ motivation in raising children as well as the enormous care. Parents feel the sense of responsibility towards their children’s better health and development therefore want the best possible care for them. One method of child’s development is unstructured play which allows them to freely play how he or she wants. Play differs in its meaning across time and culture so it does not have a sense of partiality (Cohen, 2006). The allowance of children to play for their improvement is that genuine that it is regarded an ideal for each children in the United Nations High Commission for Human Rights (Ginsburg, 2007). The relationship between unstructured play and the development and wellbeing of a child

Children are unable to comprehend the difference between reality and what the child believes. According to Piaget cognitive development between the ages of 2-6 is called preoperational. Logical reasoning is not prevalent during this age frame. (Berger, 2011, pg. 237) Piaget described the thinking characteristics of children ages 2-6 as centric: two of the four contraction characteristics specifically apply to intent and they are egocentrism and static reasoning (Berger, 2011, pg. 238). Six year olds are egocentric or self-centered, which means the child can only view the world from his own perspective, and the use of static reasoning means the child believes that the world remains the same as long as he is not watching. Vygotsky discovered that children are "apprentices in thinking" (Berger, 2011, pg. 240).

The Mogees Play is the most recent item from London-based startup Mogees. In light of the same contact receiver and machine-learning innovation first appear in the organization's unique item, the Mogees Pro, it guarantees to transform any surface into a music and gaming information gadget, crossing over the physical and computerized universes in new and delightfully inventive ways.

If you were to try to explain it to them, the child may become frustrated and angry as their stage may not allow that concept.

For example, within the preoperational stage, students ages 2-7 years the main focus of these students is language development and recognizing symbolic form. For the teacher, this means to apply strategies that complement this learning like using props and visual aids when possible, using short instructions, and allowing children a great deal of hands-on practice. Students within this stage may not be able to understand abstract concepts of reason logically so the teacher can aide them in their cognitive development by being sensitive to the possibility that students may not understand if the approaches are too out of their comprehension level or stage of development as Piaget

Chapter 5 “Early Childhood: Body and Mind” section “Thinking during Early Childhood” teaches about the cognitive development of children during early childhood at around ages 2-6 years old, in which, children targeted at this age do not use logical operations (reasoning process). Such a term is called the “Preoperational Intelligence” conducted by Piaget. Furthermore, Piaget’s preoperational thought establishes that children have language but use symbolic thought where “words can refer to things not seen and that an item, like a flag, can symbolize something else (in this case, a country).” Symbolic thought proves Animism; the belief that young children have thinking that “natural objects are alive and nonhuman animals have the same characteristics of a child” (Berger, 173).