Scaffolding Make-Believe Play

In this assignment I plan to explain how play helps to improve the development of children and young people. Play is extremely important for the development of children. It is important that from a young age children play with things like toys and even with other children. Between the ages of 0 – 3 is when children develop the most. Through play children can improve their fine and gross motor skills by using toys such as shape sorters and using musical tables which have buttons and things to turn. This helps to develop fine motor skills. Gross motor skills are developed through crawling and learning to walk. If children have toys that are spread out whilst

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

Pretend play, also known as creative play, imaginative play, and make-believe play begin during infancy from 11 months to 18 months in typically developing children. Pretend play begins to change into other types of play between the ages of 10 and 12 years. When children are playing pretend, it appears as if an inanimate object is real, creating a situation as if there is more going on than what is literally happening. Examples of pretend play can include but not limited to; playing “mom and dad”, play shopping, play cooking, and playing dress-up. Pretend play can be seen as a thinking skill, as children have to understand the meaning of what is happening. This type of play can be seen in a variety of environments such as day care centres, kindergarten classes, elementary school, households etc. The overall aim of the study was to examine the frequency of pretend play in children between the ages 11 months to 10 years of age. The cognitive-developmental perspective focuses on how

Play is the way children learn and is a word that is used to describe the different activities behaviours that children participate in, this would concur with “Vygotsky’s (1978) social constructivist theory that suggests that play promotes both mental and social development for children” (cited in Goulding, 2016, p16). Early childhood educators such as Froebel and Vygotsky have always promoted the importance of the outdoor learning environment. According to Vygotsky (1978), children learn through interacting with the environment and through social interaction with others. Social constructivist theory, believes play is important for the growth of a child’s cognitive emotional and social development and

This essay will outline the theoretical rationale for play in the development of young children. Boushel, Fawcett and Selwyn (2000:57) state, ‘Play is not easily defined...’ Play means different things to different people. Rubin, Fein and Vandenberg (1983) {cited in Hughes, 2010} suggest play should be intrinsically motivated, freely chosen, pleasurable, non literal and actively engaging. Play gives children freedom of choice, it allows them to lead their own learning, follow their own learning intentions and express themselves freely. There are many reasons that lead us to believe play is crucial for child

Play contributes to children’s “physical, emotional and social well-being” (Else, 2009, p.8) and through play, the child’s holistic development and well-being is being constantly accounted for as is it led by the individual. The child decides what s/he wants to do and does it; it is

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.

In the case of play, there has being a long time, been misunderstood as the opposite of work or something not serious. Actually, using play to mentor children does not mean the curriculum is not professional and beneficial. In contrast, it means cherishing children and respecting the nature of learning at their age. In fact, play is essential for children’s development and for their learning life skills. Pramling & Fleer (2009) suggests that there is no standard definition for play, it is more like an attitude of mind, play could be viewed in its broadest sense as describing almost all the activities that young children engage in. In this essay, I briefly describe the value of play and how play relates to children’s learning and

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

Make-Believe Play is also known as pretend play. It is a loosely structured form of play that usually includes role-play, object substitution and rhetorical behavior. Social-Emotional Development is a child’s experience, expression, and management of emotions. It also is the ability to establish positive and rewarding relationships with others. Make-Believe Play is extremely important component in a child’s life. When a child participates in Make-Believe play, they are actively analyzing social and emotional positions in life. Through Make-Believe play, they learn how to alternate turns, share responsibility, and productively problem-solve with one another.

Children can learn through play how to take turns, problem solving, decision making and many more, childrenâ€TMs imagination is

There are many theories and philosophical approaches about how children play and what the role of adult for supporting play. Play can be defined as being play when it is not being directed by an adult. Tina Bruce Tina Bruce defined play as having 12 features; some of them are: • Play is an active process without a product • Play is very important for motivation • Play forces no pressure to take definite directions. • Play involves being imaginative, creative, original and innovative • Play means child’s ideas, feelings and aware of what he knows • It actively uses first-hand experiences • Play is sustained Tina Bruce is also known as the term free-flow play.

One might consider that play is just something people do for fun, but the truth is, play can foster a child’s development. There is variety types of play and children can be engaged in more than one type of play in a time (NCCA, 2014). The common types of play are heuristic play, ludic play (Hutt, 1979), symbolic play, epistemic play (Hutt, 1979), role play, structured play, imaginative play, manipulative play and rough and tumble play. To take the case of symbolic play, this play is a type of play where children take one thing as another, relying on a mental picture and reconstructing it in the mind (Moyles, 2012). Symbolic play plays

Play is a child’s way of learning. “Learning is creative, active and personal” (Dowling, M.). Engagement, co-operation, imagination and fun are all words that come to mind when thinking about children playing, however “there is no concise definition of play that could possibly cover all of the features that people include when they use the word” (Lindon, J). Play often conjures up ideas of children playing with toys however toys are not needed in order to play. Experience indicates that children will use their imagination to create opportunities for play using whatever resources are available to them, or using no resources at all. One has witnessed children playing imaginatively as superheroes and participating in imaginary sword fights without

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.