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Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.
Free play is not merely a pastime; it is a fundamental process through which children learn and develop across multiple domains. [ 3 ] [ 6 ] The seemingly unstructured nature of free play masks the complex cognitive, social, and emotional processes taking place, which are difficult to quantify but essential for a child’s development.
Stages of play is a theory and classification of children's participation in play developed by Mildred Parten Newhall in her 1929 dissertation. [1] Parten observed American preschool age (ages 2 to 5) children at free play (defined as anything unrelated to survival, production or profit). Parten recognized six different types of play:
Specifically, he said, "play is the highest expression of human development in childhood, for it alone is the free expression of what is in the child's soul." Froebel believed that teachers should act as a facilitators and supporters for the students's play, rather than an authoritative, disciplinary figure.
In Anji Play’s current implementation, children have at least two hours of free play every day. Play environments are outdoors with minimal structuring, and simple tools made of natural materials (i.e., ropes, light bamboo ladders, basic clay pots) are provided as toys, instead of objects sold and marketed as toys.
According to this viewpoint, play therapy can be used as a self-regulating mechanism, as long as children are allowed time for free play or unstructured play. However, some forms of therapy depart from non-directiveness in fantasy play, and introduce varying amounts of direction, during the therapy session.
Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. We know a great deal about good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is unique in terms of content, level, student skills, and ...
The chapter title uses "play-concept" to describe such words. Other words used with the "play-" prefix are play-function and play-form. The order in which examples are given in natural languages is as follows: Greek [14] (3) παιδιά — pertaining to children's games, ἄθυρμα — associated with the idea of the trifling, the nugatory,
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