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The characteristics of socio-dramatic play allow children to practice cooperation, negotiation, and conflict resolution skills, as well as engage in role-playing that promotes perspective taking. As such, socio-dramatic play has been associated with all of these social emotional skills in children. [19]
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.
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:
Sara Smilansky focused her research on children's play, how they learn through play, and how it relates to their future success. One of Smilansky's main findings in her research was that children engage in four types of play: functional play, conditional play, games with rules, and dramatic play. [9]
Infant cognitive development is the first stage of human cognitive development, in the youngest children. The academic field of infant cognitive development studies of how psychological processes involved in thinking and knowing develop in young children. [ 1 ]
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 ...
Role playing allows students to play a character in a real or imaginary situation. One of the simplest forms is where "the student plays himself faced with an imaginary situation". [3] Other strategies have students playing real-life or imaginary characters in a variety of contexts.
Parallel play is the first of three stages of play observed in young children. The other two stages include simple social play (playing and sharing together), and finally cooperative play (different complementary roles; shared purpose). The research by Parten indicated that preschool children prefer groups of two, parallel play was less likely ...