Unstructured Free 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.

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).

Is it Important for a child to play? The obvious answer would be yes but what constitutes play? Free unstructured play? Structured play? What differences do these types of play involve and which is better? The question why should my child play and why can’t they do it alone comes to mind to many parents often or is sometimes not even thought about in their busy lives to keep the child provided for. It is often at the back of our minds that children enjoy themselves while making sure they have everything needed to survive is right at the forefront.

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.

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

One main type of play that is considered to be beneficial for a child's cognitive development is pretend play. Pretending is among the most interesting activities of childhood. As many have noted, pretending appears to be an early expression of the child’s ability to use and understand symbols (Piaget, 1945/1962). Furthermore, Piaget (1965) made the point that when children build rules together as they play, they become more independent and increase their ability to see points of view other than their own, contributing to a child's cognitive development. Kim (1999) conducted a study exploring cognitive change underlying pretend play and understanding narrative structures. It involved comparing 4 and 5-year-old children in conditions involving pretend play enactment of stories to conditions using only storytelling.

Con: when kids play competitively there is a greater chance that they may get hurt.

Children show their highest level of intelligence through their play. It opens new possibilities in thinking and develops emotional intelligence making their feelings manageable. Play also helps build a sense of self and relationships with others. One type of play that has an important role on a child’s development is imaginative play. In this essay I will focus on what imaginative play is, the types of imaginary play, skills and attributes imaginary play develops and the roles practitioners play in helping a child develop their imaginative flow.

How play based learning provides learners with essential experience that they can later draw upon when confronted with a similar situation, often proving more beneficial than being taught verbally.

Imaginative play encourages children to think outside of the box and broadens their understanding of the world around them. Current research suggests that children who consistently use their imaginations and can differentiate between real and make-believe actually end up with higher achievements later in life (Shuffelton, 2012). Imaginative play can have a long lasting effect on the way a child develops and should be taken into account by both parents and educators.

Play has always been central to the developmental-interaction approach as a mode for learning. The focus has shifted over time, however. Initially, with influences from Dewey, pretending was seen as a central pathway of intellectual development. It was how concepts were defined and built up, and meanings became organized into coherent wholes, including scripts. The child was seen as an active explorer/experimenter with needs, interests, and capabilities. The educators constructed the environment and curriculum accordingly. Learning was seen as a process of understanding the world and acquiring capabilities to become an effective, productive membership of society in a context meaningful to the child.

The earliest years of life are some of the most important in a person's life. Childhood is a time of physical, mental, emotional, and social development. There are many factors that help contribute to these developments such as a nutritious diet, nurturing, emotional support, and physical activity, especially play. Playing is a very important part of childhood and can be beneficial to the development of the child and is the focus of my discussion. First, I will describe the four different types of play; second, I will argue the beneficial effects of dramatic play on cognitive and creative skills by presenting the significant findings of two correlation studies as well as their limitations.

A princess wearing a fluffy pink gown with sparkles, flowers, and diamonds stand in her tower over looking her village. Suddenly a fire-breathing dragon comes out of nowhere knocking down the village houses! The princess will need to save the day! This is just one way children pretend and play. In this little fantasy simple items transform into towers, houses, and dragons. Play is a vital part of development and early learning. Play influence cognitive, social, emotional development as well as with self-regulation, motivation, and decentration.

Generally dramatic play has been proven is one of the main activities that can enhance child emotional development and can be the entertainment for the children.