Based on Relevant Reading and Personal Experience Outline the Theoretical Rationale for Play in the Development of Young Children.
Based on relevant reading and personal experience outline the theoretical rationale for play in the development of young children.
This essay will outline the theoretical rationale for play in the development of young children. Boushel, Fawcett and Selwyn (2000:57) state, ‘Play is not easily defined...’ Play means different things to different people. Rubin, Fein and Vandenberg (1983) {cited in Hughes, 2010} suggest play should be intrinsically motivated, freely chosen, pleasurable, non literal and actively engaging. Play gives children freedom of choice, it allows them to lead their own learning, follow their own learning intentions and express themselves freely. There are many reasons that lead us to believe play is crucial for child development.
Eden (2008:8) states that, ‘Play influences all aspects of development...’ This suggests that play promotes holistic development. Child development involves social, physical, intellectual, cultural and emotional development. Social development refers to social skills, such as interactions with others; physical development refers to physical capabilities, such as motor skills; intellectual/cognitive development relates to the ability to think and reason; cultural development involves interactions within the community, such as friends and family and emotional development is to do with emotions for example how children learn to manage them. There are many different types of play which promote different forms of development. Every child has social, physical, intellectual, cultural and emotional needs, which are important to be met so they can develop fully. It has been observed in placement that the practitioners strive to promote each child’s holistic development, primarily through play.
There are many classical theories suggesting why children play. Spencer’s (1882-1903) {cited in Smith, 2010} Surplus Energy Theory suggests children play to release built up energy. The theory proposes that no learning is involved,
This essay will outline the theoretical rationale for play in the development of young children. Boushel, Fawcett and Selwyn (2000:57) state, ‘Play is not easily defined...’ Play means different things to different people. Rubin, Fein and Vandenberg (1983) {cited in Hughes, 2010} suggest play should be intrinsically motivated, freely chosen, pleasurable, non literal and actively engaging. Play gives children freedom of choice, it allows them to lead their own learning, follow their own learning intentions and express themselves freely. There are many reasons that lead us to believe play is crucial for child development.
Eden (2008:8) states that, ‘Play influences all aspects of development...’ This suggests that play promotes holistic development. Child development involves social, physical, intellectual, cultural and emotional development. Social development refers to social skills, such as interactions with others; physical development refers to physical capabilities, such as motor skills; intellectual/cognitive development relates to the ability to think and reason; cultural development involves interactions within the community, such as friends and family and emotional development is to do with emotions for example how children learn to manage them. There are many different types of play which promote different forms of development. Every child has social, physical, intellectual, cultural and emotional needs, which are important to be met so they can develop fully. It has been observed in placement that the practitioners strive to promote each child’s holistic development, primarily through play.
There are many classical theories suggesting why children play. Spencer’s (1882-1903) {cited in Smith, 2010} Surplus Energy Theory suggests children play to release built up energy. The theory proposes that no learning is involved,