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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.
Cooperative play and socio-dramatic play both bring about increased social interactions, as compared to solitary play and parallel play, where children play similarly next to each other without significant interaction (e.g., two children building their own towers). It is here where play becomes intertwined with social emotional development.
"Dramatic play" centers promote social interaction, role exploration, and abstract thinking. [15] Children are given the opportunity to deeply explore roles of people in their family and community. [16] Pretending is an important part developing abstract thought, such as connecting symbols with real objects and events. [17]
One of Smilansky's research focused on sociodramatic play and its importance on children's learning. She said sociodramatic play is “a form of voluntary social play activity in which preschool children participate”. [10] Sociodramatic play is also considered as dramatic play children engage in at a social setting. [11]
The Artful Living and Learning program expanded its intergenerational classes to Massillon and Canton preschools, bringing together two generations.
Play is children using their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Dramatic play is common in younger children. [28] For youth to benefit from playtime, the following are recommended: [by whom?] Give children ample, unscheduled time to be creative to reflect and decompress. [28]
The Reggio Emilia approach is an educational philosophy and pedagogy focused on preschool and primary education.This approach is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments. [1]
A leading activity is conceptualized as joint, social action with adults and/or peers that is oriented toward the external world. In the course of the leading activity, children develop new mental processes and motivations, which "outgrow" their current activity and provide the basis for the transition to a new leading activity (Kozulin, Gindis, Ageyev, & Miller 2003: 7).