Search results
Results from the WOW.Com Content Network
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:
Learning through play has been long recognized as a critical aspect of childhood and child development. Some of the earliest studies of play started in the 1890s with G. Stanley Hall, the father of the child study movement that sparked an interest in the developmental, mental, and behavioral world of babies and children. Play promotes healthy ...
A study was conducted by the Aga Khan Development Network's Madrasa Early Childhood Programme on the impact that early childhood education had on students' performance in grade school. Looking specifically at students who attended the Madrasa Early Childhood schools (virtually all of whom came from economically disadvantaged backgrounds), the ...
A 1975 study found that students in a Montessori program from pre-K to grade 2 scored higher on the Stanford–Binet Intelligence Scales compared to those in traditional programs. [51] In 1981, a review found that Montessori programs performed as well as or better than other early childhood education models in specific areas. [52]
DAP also holds that children have a natural disposition towards learning; hence, they are capable of constructing their own knowledge through exploration and interaction with others, learning materials, and their environment. [4] For these reasons, early childhood programs look and function differently. [3]
Stage 2: Early childhood (2½ to 3) in which the psychosocial crisis is Autonomy vs. Shame and doubt; Stage 3: Play age (3 to 5) in which the psychosocial crisis is Initiative vs. Guilt. (This stage is also called the "pre-school age", "exploratory age" and "toy age".) [118]
Sara Smilansky (Hebrew: שרה סמילנסקי; January 28, 1922, [1] Jerusalem, Israel [2] – December 5, 2006 [3]) was a professor at Tel Aviv University in Israel and was a senior researcher for The Henrietta Szold Institute: The National Institute for Research in the Behavioral Sciences for the Ruth Bressler Center for Research in Education. [4]