The player, playing the play (University of Toronto Guest Lecture)
Lecture 8 Benefits of Play
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Transcript of 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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The University of Choice
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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The University of Choice
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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