In this portfolio, I will be explaining and discussing in depth about the values of play in a play situation and will be mentioning general points towards nature and values of play. How essential aspects of communication and how that can affect, support and challenge a child’s development in play.My first foci I choose to present is loose parts because it shows the values of play on how children can develop their imagination and explore with loose parts in almost endless ways. Different kind of materials can offer multiple outcomes rather than only outcomes. Loose parts have no set of directions for, example a stick and a rubber band; children can use both materials in different kind of ways. Reggio Emilia approach shows the values of play regarding that the plan depends on the image of the child’s interactions within one system and most importantly how this method can affect an individual’s learning. Education is a primary priority for children and the primary focus on each child.  Reggio Emilia’s theory states how children build relationships within their environment for, example loose parts brings flexibility in the way a child thinks; it also promotes communication and development of their skills. Reggio Emilia involves operating and mastering different materials around them. Elements can carry out a sense of interest that attracts exploration and inquiry in a child’s way of play. Too many and too finished materials are not well suitable conductive for research. Sensory qualities that material and environments can simplify new way a child can see and that will encourage exploration. Playing within the environment can expand children’s sensitivity and extend languages of expression this is to help children with the understanding of loose materials within the environment. Reggio Emilia explains that whatever knowledge children get taught; does not have to be the way children understand; it is a large part due to the child’s own doing.  ” All children have the potential, capacity, potential and curiosity in a relationship with building their learning. Children should be valued as individuals with rights such as their family members and local community”(Gandini, 2008, p. 25).” This quote states that children should be treated equally and they should have they are saying and doing in interacting and observing the environment around them.   The elemental play is a human and cultural quality observed in children. It states how children’s play is environmental and how these connections involve well-being. Children establish stages of wellbeing when playing in a natural context.  The Elemental play looks at children who are interested in other individuals around them, the kind of environment they have acknowledged and the objects that interest them.  The Elemental play is an approach to observe and support children’s holistic development and make them express and explore loose parts. “Children experiment with shape, texture and fabric of particular objects and what they can do with it, they discover their physical strength as well as make a connection with other objects they have explored.” (“playing with things: ideas and projects”) (“Chapter 7”). This quote from the article explains that loose parts will help with the development of children. Children use objects to extend their imagination and knowledge with loose parts within the environment they are in, and it demonstrates how children use their vision to make something unique out of loose materials. This book also mentions that “natural materials, particularly outside have different qualities to those presented inside, indoor toys and objects are hard, often shiny and have similar weights.” (“playing with things: ideas and projects.)”  “(Chapter 7″) Children who play with free loose materials tend to gain more imagination because outdoor elements are endless, they have a different feeling, all materials look different, and that can enhance and develop the creativity as indoor materials feel the same, look the same and have fewer ways of improving a child’s imagination. Symbolic play is the way a child shows how to use objects, actions, knowledge and ideas of the play.  It will help children in seeing the value of play because they will start to understand the term of playing, and that will encourage them to start using their imagination. Symbolic play is a crucial aspect of a child cognitive and social development. In symbolic play, a child slowly masters the symbolic action of the world and experiences it from its surroundings. The development point of view play shows that play is significant for a child because it plays with the individuals cognitive and physical development. In symbolic play, children reflect different social situations such as family relationship and school environment. They will enhance the knowledge in a creative way which contributes to gender roles and the child’s culture.   Vygotsky promotes symbolic play for children to practice objects and events. Vygotsky has a precise definition of play that limits to make belief play, for example, movement activities, physical manipulations, environmental explorations and adventure play.  A quote from the article,” (engaging play) (Liz Brooker and  Susan Edwards 2010)” states that “the children should have their right of play, which should be acknowledged by their terms this will let them achieve their conscious or unconscious purpose.” This article and Vygotsky both believe that children should have their right in exploring around with their creativity and imagination. They should be let free for them to understand the values and concepts of play. Vygotsky states that children should use the same capacity to process in symbolic play for an example when a child is reading and writing, Vygotsky believes that children should learn in an environment where they should “get good at”. “(Symbolic Play of Children at an Early Age).” (2010)” Vygotsky quotes that this is all through symbolic play and that children use the similar process in both symbolic play and reading and writing. As a child plays with the environment around them, they can gain knowledge for example when a child is playing with cards them cards may have letters and words on them, and that can show them the meaning and how to use them representatively. The article also states that “Vygotsky was one of the earliest theorists that saw that children learn to use objects in their symbolic function.”  (“play in early childhood)” “(Sue Rogers 2010)”Gender plays a massive part in value of play, and their imagination for example at young age children become aware of their physical differences between boys and girls. Children can find out what is different with their toys, girls and boys will begin to play with their children of their gender. Another example is that girls can gravitate towards dolls and play house and on the other hand boys will be playing games and that there are more active and enjoy toy soldiers and train tracks.  Children tend to express their gender through clothing or hairstyle and social relationships this will include the gender of friends and the other individuals whom they seem to be around. First, Piaget’s definition of “play” as a child’s effort to make environmental match individual concepts. One of the famous psychologists was known for constructing a highly influential model of child development and most importantly learning. Mainly focusing on a child’s development and how it builds cognitive structures. Natural cognitive development stage where the child learns to think or interact making evolutionary changes throughout their childhood life. Piaget is giving the world an insight of cognitive development. Referring to the term “play” children identify that adults would refer the process systematically. Nature of play corresponds to the successive stages in the theory of cognitive development. Piaget conducted his theory, though on the other the hand, not all methods agreed, and other theorist made their views on it, for example, Reggio Emilia approach as this will be informed later throughout. Piaget’s stages are a set of stages in human development. An example to back this point up is the type of language that children use that depends on their age. Using third person as well as thinking or even physical skills. All these cognitive developments happen progressively in biggest stages. Reggio Emilia approach focuses on learning that allows a child to use all their senses and languages. Her aspect of play is where she believes that children are worth enough of constructing their way of play. Children are pushed to their limits to use a word, investigating and exploring the nature of the play, this theory talks about how by using a language of play, for examples playing with sounds and rhythm can have a sign of progress on a child’s way of communicating. The Reggio Emilia Approach encourages children on the hands-on discovery and making sure that learning allows the child to use their senses and all their languages to learn. This concept is called “A hundred languages of children.” The Reggio Emilia approach uses the term thinking through drawing and sculpting, dance and movement and each stage of a child’s development should be valued and natured.  Vygotsky believed that children’s knowledge depended on the child’s learning, their way learning of using their imagination and how they start to understand concepts of play, however, Reggio Emilia believes that children should be pushed to their limits for them to show their imagination. She argues that knowledge system can be introduced at an early age and that a teacher needs to reflect on her image of the child who is in front of her, they have to introduce flexible culture tools and practice to the children to guide their development in play.  

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