Remember your childhood when building
dens, playing hide and seek, painting pictures and role-play were exciting and
entertaining activities; you had the freedom to explore, investigate and be creative
without a care in the world. The term creative play is one to represent the infantile
fun and true ‘work’ of children as well as being a central activity to the
lives of healthy children (Alm22on 2003).
Play is,
irrefutable, the most natural way children discover, explore and learn
throughout the world, therefore it is an important aspect to be aware of and
ensure children have every opportunity to engross in play and playful
experiences (Moyles 2010). It has been argued that play is such a powerful
notion that deepens children’s understanding and aids them to learn and fulfil
all factors of life as they encounter them (Moyles 2010). Play influences many
forms of development within children, for example as babies develop into
toddlers and toddlers into children, they acquire abilities in many
characteristics of their development, such as intellectual, social, emotional
and perceptual motors skills (Macintyre 2001).
My main interest
in the phenomena of play lies within the developmental aspect therefore I will
be focusing on one of these areas, namely social development. It is suggested
by Macintyre (2001) that social development facilitates both cognitive and
physical progression within children and is based upon major theories such as the social construct model by Vygotsky,
and Bruner’s concept of scaffolding. Both
theories state that if children interact with others of higher knowledge, they
will be able to progress and learn more effectively than doing so alone.
Almon (2003) argues that a further
element in social development is the work of adults themselves as children
instinctively mimic grown-ups. This inspires them to take part in role-play or
fantasy play, which aids learning and in particular promotes social development
and imagination. Bergen (2002) explains how role-play enhances social skills
such as taking turns and cooperating with each other, negotiating,
communicating and getting the children to use their imagination as well as more
complex skills such as rule making; these are all important skills that are
required later in life. Role-play can also provide children with the chance to
face their fears in a non-threatening or risky way.
Research
has shown that children who do not participant in play at an early age are
likely to become socially shy (Howes and Matheson 1992). A number of studies by
Rubin and Coplan (1998) observed children who displayed non-social or withdrawn
behaviour during preschool; their findings suggested that early social withdrawal
predicts isolation, negative self-esteem, social fear, depression and peer
rejection in later childhood or young adulthood. They also concluded that poor
social development could lead to negative academic success. A further
longitudinal study by Howes and Matheson (1992) found that children who engage
in complex play at early development are more likely to become pro-social,
naturally sociable and less aggressive in later stages of life.
I have chosen this video clip to emphasise the importance of play; Professor Karen Hutchinson talks about how parents often focus on the education of their children however forget or misunderstand that play is the basis to learning.
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