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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.
It has its roots in dramatic play, where normally developing children in every culture in the world will create their own imagined worlds, often with the co-participation of an empathetic adult (usually the parent) in role. Process drama in school settings usually involves the whole class working with the teacher in role in a made-up scenario ...
By 1991, Newsweek reported that the schools at Reggio Emilia were among the top school systems in the world. [ 1 ] On May 24, 1994, the nonprofit organization Friends of Reggio Children International Association was founded to promote the work of Loris Malaguzzi and to organize professional development and cultural events around the approach. [ 7 ]
The Artful Living and Learning program expanded its intergenerational classes to Massillon and Canton preschools, bringing together two generations. 'It's just beautiful': Artful Living bonds ...
Arts-Extras - Art is sometimes offered as an additional commitment outside of regular school curriculum (e.g., school newspaper, after-school dance clubs, etc.). Arts-Education - Referred to by some as aesthetic education, this approach uses art as a way of knowing, turning its study more philosophical to interpret and apply to experiences.
The older the children are, the less frequently they engage in this type of play. However, even older preschool children engage in parallel play, an enduring and frequent activity over the preschool years. The image of parallel play is two children playing side by side in a sandbox, each absorbed in their own game, not interacting with the other.
Make believe, also known as pretend play or imaginative play, is a loosely structured form of play that generally includes role-play, object substitution and nonliteral behavior. [1] What separates play from other daily activities is its fun and creative aspect rather than being an action performed for the sake of survival or necessity. [ 2 ]
Children, through play, unconsciously begin to act out the dramatization of events in their lives and events of which they learn. [5] Research has shown that "with a variety of students from different grades and socioeconomic backgrounds, through expression of feelings and thoughts in story dramatization and creative drama, self concept is ...