Conceptual split? Parents' and experts' perceptions of play in the 21st century (original) (raw)
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Why Play = Learning: A Challenge for Parents and Educators
Oxford University Press eBooks, 2006
Imagine a world in which children are encouraged 10 parrot answers. to fill in Ihe blanks. and 10 nOI go beyond the facts. Imagine a world in which onc size fits all (as in today's educational standards), and no size fils any. Madeleine l'Englc (1962) describes just such II world in her classic book, A Wrinkle i/I Timt!. Below them the lown was laid QuI in harsh angular patterns. The houses in the OU1skins were all exactly alike. small square boxes painled gray.... In front of all the houses children were playing. Some were skipping ropes. some were bouocing balls. Meg fell vaguely that~omelhing was wrong with lheir play.... "Look!" Charles Wallaee said suddenly. "The)"re skipping and bouncing in rh)'thm! Everyone's doing il at exaetl)' the same moment." This wos so. As the s1cipping rope hit the pavemenl, so did the boll. As the rope curved over the head of the jumping child, lhe child with lhe ball coughl lhe ball. Down came the ropes. Down came the balls. Over and over again.... All in rh),thm. All identical. Like the houses. Like the palhs. Like lhe nowers. (p. 103)
Children’s play, learning and development
2016
Play in humans, especially in human children, has been written about extensively by psychologists and anthropologists. Play forms are primarily exercise play, rough-and-tumble play, object play, pretend and sociodramatic play. Play behavior can take up an appreciable part of the time budget. There is a spectrum of views on the importance of play in human development, amongst theorists and amongst human societies generally. Different views can be found both historically and cross-culturally, from Spencer’s (1898) description of play as “superfluous and useless exercise”, through to Gaskins, Haight and Lancy (2007), who describe three types of societies with differing prevailing attitudes to play, which they call ‘culturally cultivated play’, ‘culturally accepted play’, and ‘culturally curtailed play’. The ‘play ethos’ (Smith, 1988), or “the realisation that play is essential for normal development has slowly but surely permeated our cultural heritage” (Department of Environment Repor...
IMPORTANCE OF PLAY FOR CHILD’S DEVELOPMENT.pdf
The main aim of this paper is to provide the concept of importance of play in pre- school education. Play is more than just fun for children. It is how they learn, and how they work out who they are, how world works and where they fit into it. Children love to play, sometimes they might play by themselves and won’t need so much hands on play form others. They might just want others to give an idea to them and let them know how their play and games are going. Through play, children develop skills, habits, attitude They’ll use throughout their lives.
Early Years, 2011
This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Differences in practitioners' understanding of play and how this influences pedagogy and children's perceptions of play
Children's Play and Development
Early Childhood Education From an Intercultural and Bilingual Perspective
Play expresses that human beings use activity as the most natural and adaptive way to be in the world. However, children's play had not been a subject of study and theoretical reflection until the beginning of the last century. Fortunately, the spread of developmental and educational psychology has been little by little sensitive to this extraordinary and original activity and the observation, study, and analysis of play have advanced a lot; the scientific development on play advances through the creation of very interesting theories based on the psychodevelopmental nature of play. In addition, in the last decades, an important number of authors stand up for a critical look at the general interpretation according to which children's play is just an enjoyable and relaxing activity: an activity of interest, per se, that plays an essential role in children's cognitive development and creative thinking. Both interpretations are considered in this chapter.
Knowledge and Practice Regarding Play for Preschooler among Mothers
https://www.ijhsr.org/IJHSR\_Vol.9\_Issue.9\_Sep2019/IJHSR\_Abstract.021.html, 2019
Introduction: Play is a universal and innate disposition that is believed to be one of the most significant components to holistic wellbeing and development during the foundational years of childhood. The overall objective of the study was to identify the knowledge and practice regarding play for preschoolers among mothers. Methods: A descriptive cross sectional study design was conducted. A pretested semi structured questionnaire was used to collect data on socio-demographic characteristics and the information on knowledge and practice regarding play for preschoolers among mothers. Obtained data were edited, coded and entered into Epi Data 3.1 and exported to Statistical Package for Social Science (SPSS) 20 version and analyzed by using descriptive and inferential statistics. Results: The present study findings showed that the level of knowledge regarding play was statistically significant with ethnicity, education, no. of children and place of residence (p value 0.014, 0.009, 0.010, and 0.008) respectively. The level of practice regarding play was significantly associated with ethnicity and gender of preschoolers (p value 0.010 and 023) respectively. The findings revealed that there was statistically significant positive correlation between the knowledge score and practice score of respondents regarding play (P<0.001). Conclusion: The study concluded that respondents in general possess average Knowledge and Practice regarding Play. Knowledge and Practice of mothers regarding play tends to be correlated which means that if level of knowledge increases then level of practice also increases and vice versa. Further the findings suggest that different programs should be organized to increase awareness and to motivate the mothers about the importance of play for their children.
Understanding Play: The Perceptions of Children, Adolescents, Parents and Teachers
Play of Individuals and Societies, 2014
Play as a concept is complex and often contested 1 despite the fact that it is claimed that we know play when we see it. 2 There have been considerable attempts by theorists to define play such as by: category, 3 typology, 4 criteria, 5 and continuum. 6 However, it has been stated that it is difficult to have a common conceptualisation or definition of play. 7 Whilst there is a considerable body of literature on defining play by theorists, there is far less literature on understanding play from the perspectives of different professionals, parents, adolescents, and children. There is a growing research base of early years practitioners' understanding of play and how this relates to practice; 8 however, there is a lack of research on the understanding of play from the perspective of other professionals. There is also limited research on parents' and adolescents' perspectives of play. There is, however, an emerging literature on children's perspectives of play but it is not yet known how their perspectives differ from the perceptions of adults. It is important to have a shared understanding of play for three reasons: so that there is a common language with which to talk about play, 9 so that the same phenomenon is investigated by researchers, 10 and so that there is clarity in relation to play practice. This chapter draws on a series of case studies which have employed a range of methodologies including: questionnaires, interviews and experiments to identify perceptions of play in relation to the aforementioned groups. As well as identifying similarities and differences in perceptions of play across the different groups, the implications for practice and future research are identified.