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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:
Developmental norms are sometimes called milestones – they define the recognized development pattern that children are expected to follow. Each child develops in a unique way; however, using norms helps in understanding these general patterns of development while recognizing the wide variation between individuals.
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 ...
Play is a major activity for ages 3–5. For Piaget, through play "a child reaches higher levels of cognitive development." [114]: 14 In their expanded world, children in the 3–5 age group attempt to find their own way. If this is done in a socially acceptable way, the child develops the initiative. If not, the child develops guilt. [115]
Jean Piaget emphasized how children construct knowledge through play-based stages of development, which has influenced many early childhood education programs. Fredrich Froebel's idea of play as 'serious work' aligns with modern perspectives on play's educational value. [12] Modern perspectives also examine play's impact on a child's development.
If developmental levels are below normal, the identification of neglect then requires the professional to establish if this can be put down to the level of nurturance experienced by the child. Developmental delays caused by genetic conditions or disease need to be discounted, as they do not have their basis in a lack of nurturance. [238]
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.
Play is a range of intrinsically motivated activities done for recreation. [1] Play is commonly associated with children and juvenile-level activities, but may be engaged in at any life stage, and among other higher-functioning animals as well, most notably mammals and birds.