Lecture 8 Benefits of Play

7/29/2019 Lecture 8 Benefits of Play

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The University of Choice

LECTURE 8:

BENEFITS OF PLAYSAADAH KHALID

Gestwicki, C. (2007). Developmentally Appropriate Practice :Curriculum And Development In Early Education.

(3rd Edition).NY. Thomson Delmar


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LECTURE11

BENEFITS OFPLAY

EMOTIONALBENEFITS

DEVELOPMENTAL BENEFITS

EDUCATIONAL BENEFITS

DEVELOPMENTALLYAPPROPRIATECURRICULUM

PLAY PROVIDESALL AREA OF

DEVELOPMENT

PLAY EMPHASIZELEARNING AS AN

ACTIVE PROCESS

PLAY PRESENTSHIGHLY MOTIVATED

OPPORTUNITIES

FOR LEARNING

PLAY ALLOWSFOR

DIFFERENCES

PLAY

CONTRIBUTES TOBRAIN

DEVELOPMENT

PLAY ISPLEASURABL

E

PLAY PROMOTESACQUISITION OFFOUNDATIONAL

SKILLS

KEYCONCEPTS


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Emotionalbenefits include :

Enjoyment, fun, love of life.

Relaxation, release of energy andtension reduction.

Self expression.


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DEVELOPMENTALBENEFITS

COGNITIVEDEVELOPMEN

T

AFFECTIVEDEVELOPMEN

T

SOCIALDEVELOPMENT

PHYSICALDEVELOPME

NT

ATTENTIONALDEVELOPME

NT

LANGUAGEDEVELOPMEN

T

Enhance creativity, imagination and

problem solving.

Develop abstract thinking.

Mastering new concepts.

Improve social cognition, empathy and

perspective taking.

Build childrens self-

confidence,self esteem, anxiety

reduction and give

therapeutic effects.

Provide fine and gross

motor experiences.

Gives physical

challenges.Improve self help skills

Promotes cooperation,

sharing, turn taking.

Improve conflict resolution.

Develop leadership skills.

Create an

attention

regulation

atmosphere.

Prolong

concentration

and

persistence.

Improve communication

skills and vocabulary.

Enhance story telling and

emergent literacy.


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Educationalbenefits include :

Providing a meaningful context for children

to learn concepts and skills.

Making learning fun and enjoyable.

Encouraging children to explore and

discover together and on their own.


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Allowing children to extend what they are

learning.

Encouraging children to experiment and

take risks.

Providing opportunities for collaborative

learning with adults and peers.

Allowing for the practice of skills.


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Play is the medium best suited to preschool

childrens cognitive development.

Early childhood educators a half-century agoaffirmed the importance of play in classrooms for

young children.


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John Dewey, Patty Smith Hill, and Susan Isaacs all

supported play as an opportunity for children to

explore materials and develop concept of problem

solving abilities, as ell as enhancing social growth.


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Association for Childhood Education International

(ACEI) and the National Association for the

Education of Young Children (NAEYC) agree that

play is the medium through which children most

appropriately develop in all aspect.


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Play provides for all areas of development in a

simultaneous and integrated way, such as :

Cooperating and sharing ideas and conversation.

Problem solving.

Developing eye-hand coordination and fine motor

skills.

Working on an understanding of balance.


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Representing a concept symbolically.

Extending attention span, task

perseverance and concentration.

Learning to listen and take into account

the perspectives of others.

Expressing themselves in language.

Enjoying companionship and feelings of

success.


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Involvement of children in meaningful activities gives them a context for their

learning. Children who interact with other children are exposed to ideas they

have to fit in with their own previous understanding.

Example :

Jack : But wecant live there, because peopledont live in

space.

William : Well, but they live on space ships because I saw pictures.

They were bouncing around.

Jack : Okay, buttheres no bouncing on the space station,

because then it would fall to the water. Here, this can bethe water.

(as he runs over to get a piece of paper from the art shelf

across the room).


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Usually, children prefer to choose to participate inactivities that are meaningful to them, play

presents highly motivated opportunities for

learning.

Example: cooking, bride and groom, jigsaw

puzzle.


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They choose whether or not to play, their play

partners and their tasks, their roles, and their

involvement.

The children accept the learning challenges

because they are interested in and ready to play.


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However, adults must be careful to distinguish

between those kinds of adult-manipulated play

that thinly disguise the adults teaching/learning

agenda and do not really allow children to freely

choose what and how they will play.


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Play allows for differences in developmental

ability, interest and learning style.

Within the choices prepared by the teacher are

opportunities for children to:

play alone or together;

play with simple or more complex materials;

construct, create, match, manipulate, explore, pretend

and succeed at their own level.


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No such failure occurs in play where children are able to

find the activities best suited to them, their needs, and

their interest.

Obviously, as children with special learning needs or

disabilities are included in classrooms with more typically

developing children, they can succeed at their level

(whatever that level may be) in an environment designed

for play.

Children who play can set their own tasks and are likely to

succeed at such self-assigned challenges.


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The preschool years are the fastest growth

period for the frontal lobe networks, with play

contributing to brain development.

The speed of processing, memory and problem-

solving increases as a result of this rapid

growth.

Because of the activity in the higher brain

centers, preschool children increase in the

levels of attention and their ability to inhibitimpulses.


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Research shows that the synapses in the

higher brain centers are activated by following

scripts and taking roles that require self-

regulation and problem-solving during

childrens play.

While, complex play experiences with other

children enhance the development of the

higher brain centers.


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T


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While children are playing, they are filled withenergy, enthusiasm and curiosity.

They are excited by their discoveries and

confident in their abilities.

Participation in the play is extending their abilityto stay with a task, that is to preserve.

T U f C


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They do not manipulated into staying with the task

a little longer.

Their self-esteem as learners and as people is

nurtured.

Children also had chosen their play materials and

will use successfully show the correctness of

considering play as the appropriate curriculum for

them.

T U f C


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Th U f Ch


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A number of studies show that the connections

between play and many complex cognitive

activities, such as memory, self-regulation,

distancing and decontextualization, oral

language abilities, symbolic generalization,successful school adjustment and better social

skills (Bodrova & Leong, 2004).

Th U f Ch


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Meanwhile, studies in language and play,

researchers found an increase childrens use of

literacy materials and activities and gains in

phonological awareness.

Th U f Ch


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Thus, through play children learn in ways that the competent

preschool mind can use to succeed.

The skills that children learn through verbalization, language

comprehension, vocabulary, problem-solving, observation, empathy,

imagination, taking on anothers perspective, learning to cooperate

with others and using symbols.

These are all foundational skills for all cognitive development and

academic achievement.

Th U f Ch


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Lecture 8 Benefits of Play

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