“Baling Tin” is one of the traditional games popular among the kids in Malaysia. This

game can be played by boys and girls. In one game, there will be two groups. First and

foremost, the kids have to draw lots to divide themselves into two groups and decide

which group is leading.

Before we start the game, we will have to arrange the tin in pyramid. The leading

team (Team A) will start off the game by throwing a ball towards the tin. Each individual

is given three chances of throw to knock down all the tins. Once Team A has knocked

down all the tins, Team B will start throwing balls towards the members in Team A as

they try to arrange back the tins in pyramid style. Once a ball hits the member of Team

A, he/she is considered “die” and knocked out of the game. As long as Team A succeed

to arrange back the tins, they are considered winner of that round. Then, Team B will

become the leading team the second round. So, basically this is how the game is

played.

However, we ought to innovate the game to ensure its requirement is aligned with

the concepts and characteristics for play. But first of all, what is play? According to (Play

Therapy United Kingdom, 2000), the definition of play is 'A physical or mental leisure

activity that is undertaken purely for enjoyment or amusement and has no other

objective. While (ParentingHealthyChildren.com, 2010) defines that play is learning that

is interesting and fun. Let us take a look over another definition of play by (Shipley,

2008). Shipley describes “play” is an enjoyable and pleasurable activity. Play

sometimes includes frustrations, challenges and fears; however enjoyment is a key

feature.

There are various forms of children plays. Symbolic-play is often pretend, it has a

'what if?' quality. The play has meaning to the player that is often not evident to the

educator. Active-play requires action, either physical, verbal or mental engagement with

materials, people, ideas or the environment. Voluntary-play is freely chosen. However,

players can also be invited or prompted to play. Process oriented-play is a means unto

itself and players may not have an end or goal in sight. Self motivating-play is

considered its own reward to the player.

Besides, “play” may assist learning and self development. It can be undertaken by

individuals or groups of children spontaneously or as part of a planned activity. Plus,

there is no need for clinical supervision, quality management, code of ethics or adult

training. The only concern is that it requires physically safe environment (Play Therapy

United Kingdom, 2000). So, later we will have to consider if the “play” is suitable to be

carried out in a classroom.

Next, for play to be meaningful, it must have some essential characteristics and.

(Seng, 2008) states that concept and characteristics of play include play needs to be

intrinsically motivated and it is done only for sheer personal satisfaction. It must also e

freely chosen by the participants and not being forced. It must be pleasurable and

enjoyable and must not be under pressure. It is nonliteral, that is play must have certain

fictitious element of make believe to accommodate the interests of player. It must be

actively engaged by the player, physically or psychologically or both.

Now that we know the concepts of the play, do we know the importance of it? If one

does not even know the importance of a play, then one does not even bother if play is

necessary for his or her kids. As teachers, we can never overlook the importance of

play. According to H. Spencer (1973), the main reason of the play is to discharge the

energy of the body. Sigmund Freud (1986) viewed plays as a means to reduce anxiety

by giving children a sense of control and an acceptable way to express forbidden

impulse, in which it is vital for emotional and social development. In own opinion, I think

what Sigmund tried to imply is that students can vent on their feeling such as anger in

an appropriate way through games.

The relationship between play and learning seems obvious to many practitioners and

parents, and yet there are still prejudices surrounding the importance of children's play.

Some people believe that children need to "work" not play, and that playing serves no

useful purpose in a learning and development environment. This is surprising

considering that play, with its high levels of motivation and potential enjoyment

empowers children with so many aspects (NICHED, 2008). First, children approach

tasks readily and willingly. Secondly, children are open and responsive to the learning

within the play activity. Children are willing to "try", and feel that they can "have a go"

without fear of failure. Working as an effective group, children learn easily from their

peers. In play, children also establish constructive and positive relationships with those

involved. Lastly, children are able to offer their own input into the activity, feeling

involved and listened to.

Jean Piaget (1962) believed that the reason for play is to facilitate general cognitive

development, and to consolidate previous learning, while allowing new learning to

proceed in a relaxed atmosphere. In other words, the greatest benefit derived from play

brings along intellectual and social development. L. Vygotsky (1976) considered that the

function of play is to reconstruct reality without situational influences or restraints, and

thus indirectly stimulated intellectual development. From my point of view, Vygotsky is

saying that through games we are exposed ourselves to tangible senses in learning

without any restraints or situational influences like we face when we are reading an

unfathomable text.

Now, we will elucidate how we are going to innovate the game based on the original

game called “Baling Tin”. First thing is that we prepare six bottles and line the bottle up

in one line. So, we actually replace the “tins” with empty bottles. The bottles are labeled

with six different alphabets which are: a, b, c, d, e, f. Next, we need a ball. We plan to

make papered ball by wrapping a bunch papers with plastic this game. Papered ball is

safer because it does not hurt when it hits other people. After discussion, we decide that

we name the game we have innovated “Throw the Words”.

How are they going to play the game? Two groups of pupils will compete with each

other in this game. One of the two groups is going to start first. In each groups, we will

only allow 5 members. Each member will get a chance to throw the ball towards the

bottles, one by one. The distance between the thrower and the bottles is two meter

away.

First, the thrower gets to decide the word he wants, and tries to hit the ball with, say,

he decides to hit the bottle with the alphabet “a”. Once the bottle is hit, he or she will

have to make a word of the alphabet, such as apple, athletics, air, atmosphere,

attractive, affection. Be it nouns, pronouns, adjectives, verbs or conjunctions. Then the

thrower has to enunciate the word and write it on the board. If he or she writes it

correctly, then he will be rewarded with 1 mark.

Now, here is the catch. If the thrower decides to hit bottle “a”, but he or she

accidentally hits the bottle with labeled “b” instead, he or she will have to receive

penalty. In penalty, he or she has to make three words out of “b” and pronounce it

correctly followed by writing the words on the board. Sounds very exciting? Since the

game is played in group, the other members can also help the thrower to think of the

words if the thrower runs out of ideas. If the thrower fails to provide three words, then he

or she will obtain no mark from the game.

After the first thrower completes the task required, it goes on with the other members

in the group until all the members finish the game. Later, the game will be proceeded

with the second group. We will obtain the result by comparing the marks obtained by

two groups.

In the end, the winner of the group will be the “thowers” and the defeated teams will

be the “builders”. The game will eventually turn out this way. The “Throwers” each will

have one paper ball in their hands. They will aim and throw at the “builders” after 20

seconds time. 20 seconds time will be allocated for the “builders” to replace all the

bottles on the central circular point as later the bottles will be scattered around a bigger

circle which ranges 3 meters from the central circular point. And guess what, when the

game begins, “War” begins! If the “builders” succeed to put all the bottles in the circular

point, they are considered the winner, even only 1 builder survives the game. When a

“builder” is hit by the paper bag from the “attacking” team, he is knocked out from the

game (big circle).

Because the game will be carried out in the classroom, we should have a

comprehensive knowledge about classroom management. What is classroom

management, According to (Seng, 2008), classroom management is a multifaceted

matter, which concerns all aspects of life in school especially pupils’ personalities and

teachers’ craft and attitude, including all aspects of physical facilities in the classroom.

In general, classroom management is an art of practice of managing pupils, physical

facilities, and activities; so as to create an optimal learning environment and climate

conducive to teaching and learning.

So, in order to carry out this activity in the classroom, the teacher must choose a

spacious classroom. If the classroom is too small, the teacher must figure out some

ways to increase the capacity of the class. For example, the teacher can move away the

tables and chairs out of the class to ensure the pupils can move about freely so that the

game can be carried out perfectly. According to Guy R. Lefrancois (1999), author of

Psychology for Teaching, classroom management is “a comprehensive term for a

variety of teacher actions designed to facilitate teaching and learning in the classroom,

including disciplinary actions, daily routines, seating arrangements, and the scheduling

of lessons.” Thus, it is obvious for us, the teachers, to change the arrangement of the

classroom depending on the needs of the lesson.

In our opinion, learning through play is a teaching and learning activity suitable for

primary school children. It can also be a teaching technique that is interesting and is

able to pique students’ interests through learning. At the same times, it motivates them

because learning is not as stressful as they seem to be. Vygotsky (1967) said that “Play

is helpful in the development of language and thought. Mental structures are formed

through the use of signs and tools and play helps in this formation. Play also frees the

child from the constraints of the real world that surround the child. In this way, play gives

children greater control over situation than they would have in reality. Children play with

meanings as well as with objects as a result of being freed from reality. They are thus

allowed to engage in higher-order thinking process through play.”

From our game, we use bottles labeled with alphabets as signs and tools for mental

structures, as stated by Vygotsky. Through the game, the child is free to demonstrate

how he wants to throw the ball as long as it is one foot away from the bottles. In short, it

gives the children more freedom to create their own learning process. It is different from

reading from a monotonous text as it is boring and they are restrained from the

creativity of learning.

According to Rubin, Fein, and Vendenberg (1995) : The characteristic of play is

intrinsically motivated and is done only for sheer satisfaction of doing it. Play can only

be meaningful if it is freely chosen by the participants. While Jerome Singer (1973)

considered that children use their physical and mental abilities in imaginative plays to

construct their new experiences. By exploring the environment through play, it will not

only enable them to solve daily problems but also make them more creative.

Children can achieve optimal learning experience through the game by following

three basic criteria. First, it will be their first hand direct learning experience. This is

because the students they have never played the game which we have innovated

before. Next, children must be actively involved in the learning process. As the game

begins, the learning process begins and students are prone to absorbing the latest

information given. For instance, they can learn new words of vocabulary from the other

students who play the game as well. The third criterion is that the learning must be

based on children’s own thinking and learning style, learning interest and having

sufficient time. Thus, the pupils are given ample time to think and respond. We are not

setting any time limits for the students so that they can play in a relaxing way and find

the game enjoyable.

The play “Throw the Words” is categorized in co-operative play. What is co-operative

play? (Seng, 2008) considers co-operative play as the highest level of social play. It

usually occurs when two or more children are engaged in a certain play that has

common goal. For example, when the student fails to provide three words as in the

penalty, the rest of his group members can help him or her to think of the three words.

Such game requires co-operation within the group members themselves. It builds up

teamwork and friendship bonds as well. According to Parten’s observation, this kind of

co-operation occurs when children are at the age of four, but more commonly at the age

of five. So, our target group for this game is standard 3 students who are at the age of

nine-year-olds. Besides, the students in a group have a common goal which is that they

have to compete with the other groups to achieve higher marks.

In addition, “Throw the Words” is also in the category of Game-with-Rules. Games-

with-Rules as defined in the book by (Seng, 2008) are games of primary school children

involve competition between two or more players, and are governed by a set of

regulations agreed in advance by the players themselves. This type of games can be

played indoor or outdoor. “Throw the Words” is considered Game-with-Rules because

there are instructions to be followed in playing the game, including the presence of

penalty as well.

Piaget (1962) described such game-with-rules as a kind of logical and systematic

play activity of the civilized beings. According to Piaget, they are two criteria required to

play the game. Firstly, the players must have the ability to engage in following the rules

agreed. Secondly, there must have participations of two or more potential players who

have sufficient logical thinking.

Now we move on to the importance of learning through play. One vital fact we must

remember when working with children is that their learning style is completely different

to that of an adult, so in order to maximize learning potential and at the same time,

make the experience more enjoyable, we must enter their world with the eyes of a child.

It is through play that children begin to formulate an idea of their place in the world

and develop their physical, cognitive, emotional and social skills. What may seem like

“silly” or “cute” activities to adults are actually the ways in which young people explore

the world around them. Every game or activity has its own rules for the way it needs to

be conducted and the child needs to use many different skills in order to participate in it

successfully.

One of the first individuals to explore and develop the method of learning through play

was Lev Vygostky, a pioneering psychologist of the early 1990s, often called “The

Mozart of psychology”. Vygotsky believed that the development of a child occurred

spontaneously and was the result of the child’s immediate social environment, in which

they are an active participant, rather than an observer. As children grow, they learn

about everything that surrounds them and who interacts with them. When they play in

these surroundings, children begin to gain more understanding of the world in which

they live (Play Therapy United Kingdom, 2000).

One of the greatest attributes of play is the opportunities it affords for learning to live

with not knowing: we all learn more effectively through trial and error, and play is a non-

threatening way to cope with new learning and still retain self-esteem and self-image

(NICHED, 2008).

To support children's learning and development through play the following conditions

are vital. Adult Involvement is one of the utmost factor as in our game “Throw the

Words”, teacher as adult will not participate the game but acts as facilitator, to correct to

students when they commit mistakes such as wrong pronunciation, wrong spelling. To

support the children’s learning through play, we must also allow children to share the

initiatives about what is to be learnt. For example, after the game, the teacher should

ask the students to reflect as what they have learnt, perhaps they will learn something

new such as the importance of teamwork, or new vocabulary.

Next, enabling children to take risks, be creative and playful in their ideas also

supports children’s learning through play. There are also ways we can initiate activities

that encourage our children to “think outside the box.” “Throw the Words” is one of the

word games we can play in the course of our everyday activities that are not only fun for

us and our children, but also encourage curiosity, creativity, and imagination. Despite

the rules, students can be creative to mend the rules without breaking it, be creative

when they can think of new ways to play the game such as in which position they

should throw the ball.

The role of the adult in supporting children's learning and development through the

use of play is one of proactivity and interaction. Adults have the power to make a major

difference to children's lives and their development by what they offer children and by

how they behave towards them. Adults can offer support, sometimes described as

"scaffolding", for the child's learning and development. For instance, the teacher

provides a structure or series of steps for the child to explore a new experience

successfully and add to his or her initial learning. The key for the adult is to know how to

provide steps which are small enough for the child to gain success, but challenging

enough to motivate and take the child's learning forward (NICHED, 2008).

It is through interaction with adults that children's development and learning is

extended. If a child is left to explore something new on his or her own, the child's play

remains at the stage of the child's actual level of development (NICHED, 2008). So, if

the teacher skillfully interacts with the child's, the child will be involved in more complex

play, therefore, extending the child's development and learning within the play activity.

Emerging evidence on the neuro-physiological development of the brain also

indicates the importance of children making connections between areas of learning and

experience through their play activities, through their exploration and experimentation,

through their collaborative and reciprocal relationships (Play Therapy United Kingdom,

2000). A considerable body of neurobiological evidence supports the importance of

enriched, stimulating childhood environments. Thus, “Throw the Words” is meant to be

played joyfully by the students, if they truly enjoy the game, it will certainly influence the

brain's growth and development including positive emotional support, stimulation of all

the senses, presenting novel challenges, encouraging social interaction and an active

style of learning. On the contrary side, impoverished and stressful early environments

can be damaging to brain development (NICHED, 2008). Play is therefore essential for

children's development and learning. Skillful adult involvement within children's play

supports and extends children's learning and development.

Now, we will look into the importance of play in several aspects. First, physical

development, how does play contribute to physical development of a child? Let us look

into meaning of physical development. Physical development refers to physical

changes, rate of growth of the different body parts, the functions of the body parts and

human features (Woolfolk and Margetts, 2007). These changes influences a child’s

behavior both directly and indirectly (Hurlock, 1978). The child’s physical development

will determine his capability to do something, for example the ability to compete with his

peers group in games and activities. If he cannot compete, he will feel left out. Indirectly,

physical development influences the child’s self-confidence. Children, who feel left out

from the main stream will have some effects in their personality development.

For many, play is epitomized by children running, climbing, jumping, and moving. The

pure joy of these simple physical activities is warmly remembered. Children using their

large muscles in these activities are strengthening their gross motor development

(Gallahue, 1982). Beginning in infancy, children improve neuromuscular coordination

through repeated use of their large muscles. Batting at a mobile as an infant, walking

during early toddlerhood, running and climbing at the preschool level, and swinging and

skipping in the primary years are all examples of how play enhances gross motor

development.

Play activities also include use of smaller muscles for a variety of tasks. Fine motor

development is refined through cutting, lacing, buttoning, painting, and writing

experiences in play (Henniger). Building with Legos, putting together puzzles, sand and

water play, woodworking projects, play dough, and dressing dolls are additional

examples of play activities that promote fine motor development.

As children mature, they use their muscles in continually more complex ways,

integrating large and fine muscle movements with visual perception. Play allows

frequent practice of these complicated actions. Hitting and catching a ball, jumping rope,

playing hopscotch, and using the monkey bars are all examples of these more difficult

coordinated movements. So, in the game “Throw the Words”, students are required to

run, jump, skip, dodge, break, hoop around to avoid being hit by the ball, in this case,

the students are apparently involved in all kinds of physical movement that requires the

use of gross motor skills and muscles. By doing this, play allows children to develop a

better awareness of body, space, and direction (Henniger). As they move their bodies,

children learn about up, down, in, out, over, under, left, right, and more as they climb,

swing, crawl, and run.

At the same time, “Throw the Words” also aids in developing both gross and fine

motor skills. What are gross and fine motor skills? Gross motor skills refer to the skills

and abilities your child gains as she attempts to move her body through space. Large

muscles, such as the ones in her legs, arms and torso help her achieve her goals of

crawling, walking, running, jumping and other large motor skills (Hughes, 2011).

According to The University of Minnesota, the development of gross motor skills builds

as your child learns to hold her head up, then push herself up, crawl, stand, walk and

run. Fine motor skills are the abilities he has to use his small muscles in his fingers and

toes, mouth and wrists (Hughes, 2011). As your child develops, he will be able to pick

up cereal or little pieces of food, scribble with a pencil or dress himself. Small motor

skills are those skills that use small movements and precision. In “Throw the Words”,

students are required to write down the words on the board, therefore, this requires the

use of their fine motor skill.

Besides that, children need to combine hand-eye coordination to master their fine

motor skills. In the game “Throw the words” the students will be required to use hand-

eye coordination because the students have to find a good position and take an aim

before they throw the ball towards the bottles. These are all complex physical tasks that

require strength, coordination and perception. They also are developmental moments,

those windows of time when teachers can see the ways in which a young child is

growing and developing new skills and abilities.

Since “Throw the Words” is a physical game, it helps a child to develop connections

between the nerve cells and the brain. As these connections develop, a child's fine and

gross motor skills, socialization, personal awareness, language, creativity and problem

solving are improved (Wonderly, 2010 ). The ideal physical play incorporates play with

social interactions and problem solving. For instance, the students not only have to work

together to think of new words, they are also engaging with each other in conversation

during the discussion, thus strengthening communication skills.

Physical play provides various health benefits. According to the North Carolina Child

Care Health and Safety Resource Center, physically activity promotes early brain

development and learning in infants and young children. It also decreases the risk of

developing health conditions like coronary heart disease, high blood pressure, diabetes

mellitus, obesity and many other chronic health conditions. As our game “Throw the

Words” involves physical movements, the students will invariably perspire, releasing the

toxin in their body through sweating. According to (Miller, 2009), Sweating is the way

our bodies keep themselves from overheating, and when we perspire, we expel toxins

and even disease from our system. Many viruses and bacteria can’t live in temperatures

above 98.6, so in many cases, sweating literally burns away illness. There are two types

of sweat glands: eccrine sweat glands and apocrine sweat glands. Eccrine glands are

distributed over the entire body. They are particularly concentrated on the palms, soles

of feet, and on the forehead. Apocrine sweat glands are located on the scalp, armpits

and the genital area, and produce sweat containing fatty materials.

So much form the aspects of physical development in play. Now, we will move on to

the cognitive aspect. According to (Health Encyclopedia of Children, 2005), Cognitive

development is the construction of thought processes, including remembering, problem

solving, and decision-making, from childhood through adolescence to adulthood. (Haliza

Hamzah, 2008). Cognitive skills are individuals’ ability to think, give opinion,

comprehend, and memorize events that occur in the surrounding. It involves mental

activities like memorizing, categorizing, planning, reasoning, problem solving, recalling,

creating, and imagining etc. children’s cognitive development give emphasis on

developing a child’s mind. It focuses on the changes in thinking that takes place from

one stage to the next.

Children gain knowledge indirectly through their play. They exercise their abilities to

think, remember, and solve problems. In “Throw the Words”, students have to recall the

name of the objects or any words that related to the alphabet they hit. Language skill is

strengthened as the children model others’ way of pronouncing. It also happens when

they organize their thoughts to communicate.

Cognitive domain is taken into account in thinking when a person use their common

sense in solving problems. According to the dictionary of ‘kamus dewan ‘of fourth

edition, cognitive is every aspect of cognition as the process of learning, understanding

and knowledge acquisition in reasoning or thinking through the senses. Based on the

traditional game that has been selected, it is very popular among children because this

game involves many kids at a time thus making the game more lively and fun.. This

game looks simple but when examined it covers the important aspects for the

development of cognitive. Apart from using physical use such as running and jumping,

this game actually requires us to utilize our mind to plan a masterminded strategy. Take

“attacking” for example, in the game, the students have to set about their position to

attack so that the probability of the ball hitting the opponent is maximized.

The most suitable teaching models to be used in the game are the information

processing model and social model. Social model is a model that stimulates children's

social and intellectual while the information processing model is a model that student

who prefers analyzing relevant information for a decision (Ali-Hassan, 2005). The

results of the combination of these two models have a positive impact in the

performance of teaching and learning in schools. Through the chosen game “Throw the

Words”, children also widen their knowledge of vocabulary. Take for example when one

of the student utter a new word, much to others’ disbelief, the other members of the

group will ask the meaning of the new word. Then, the student will have to explain to

them. This will stimulate learning between peers. The Learning perspective argues that

children imitate what they see and hear, and that children learn from punishment and

reinforcement (Shaffer, Wood, & Willoughby, 2002).

Cognitive is a skill that needs to be sharpened regularly to ensure so that it stays

sharp. A clever student is the student who always thinks because the game requires the

students to plan strategies to ensure achieving the objectives of each team such hitting

the bottles correctly individual or in a group. After that, they will try to use the planned

strategy to see whether the results are positive or negative and if they do not succeed

and they will analyze strategies first in order to create new strategies. For example, in

the first try, the children might do not know from place which the bottles should be

targeted in order to fall them. But, In the second try, they know the suitable position as

they analyze and think. Besides that, the game has some rules and regulations to be

followed. Cognitively, they will obey to the rules and regulations that created for this

game as they analyze the play. if they go against any rule, they will be penalized. This

will make their brain to think always and eventually they will become proficient in making

and evaluating hypothesis.

Besides that, they have the opportunity to train the mind to make quick decisions

with the movement of the limbs in order to make sure they can fall down the bottles of

which letter they got. These skills are very important as they face crucial moments in

real life that require them to make a decision in just a few seconds. Besides that,

through play Children learn to communicate , adapt to the environment , interact with

friends and know things around them. Vygotsky in Roopnarine and Johnson (2005)

argues, higher mental processes evolve when a child form conversation when they play.

At the same time, they are able to plan and control environment around them.

As a conclusion, this game can improve their thinking skills to apply the shared

opinion of the game and real life

According to Piaget, his theory about the process of equilibration has made

contribution for the cognitive development. Piaget says that every individual has a need

to understand how things work in their surroundings. We have an innate to understand

certain situations, find order and structure to solve problems. We will be comfortable if

we are confronted with unpredictable situations. This uneasiness will lead individuals to

seek answers or balance.

Besides that, every time an individual gains new experiences, he will arrange these

experiences in their mind to form a system called schemes. The grouping and

arrangement of schemes is called organization. Schemes will be used by the individuals

when they are confronted with situations or problems that need to be solved. Schemes

formation starts from birth. It begins with simple schemes formation that will gradually

lead to complex schemes. For example, the students form a scheme knowing that he

has to throw the ball to hit one of the bottles. Next, they form another scheme which is

that they are not just hitting any bottle but the particular bottle with the chosen alphabet

they have in their mind. Thus, schemes are formed.

In many situations, the existing schemes will have to incorporate new information. For

example, children who have identified alphabets will face problem in arranging the

alphabets to become words. You may have a scheme to cook white rice will be

confused when asked tro cook briyani rice. In these new situations, individuals may face

problems. They have to rearrange the existing schemes to adapt with the new situation.

The changing process or the transformation of the existing schemes to the new scheme

is called adaptation.

Adaptation involves two related processes: assimilation and accommodation.

Assimilation occurs when we trying to understand something new by fitting it into what

we already know. For example, if the student plans to hit the bottle with labeled

alphabet “b”, he will form a scheme on his mind that the words begins with alphabet “b”

are, say, ball, big, bug. But he ends up hitting bottle with label “c”. Thus, new scheme

suddenly forms in his mind where he has to think of new words starts with “c”. At this

time, he will be confused but he will adapt slowly. Assimilation occurs then.

Accommodation occurs when a person change existing schemes to respond to the

new situation. Individuals will adjust their thinking to fit the new experiences and this will

lead to the formation of a new scheme. According to Piaget, organization, assimilation

and accommodation are the processes used by individuals to seek balance. Individual

will always challenge their minds to search for balance. Another situation in the game

“Throw the Words” is that students, for example, will pronounce the word say, tortoise,

as sounds in /ˈtɔːtis/, which is wrong. So, as the teacher correct them into saying the

correct pronunciation /ˈtɔːtəs/, a new unfamiliar scheme is formed. Thus,

accommodation occurs when the students learn the new pronunciation from the teacher

as the new scheme is replacing the old. As a conclusion, if we apply a particular

scheme to an event or a situation and the scheme works equilibrium exists, if the

scheme does not produce a satisfying result, then disequilibrium occurs, and we

become uncomfortable. This motivates us to keep searching for a solution through

assimilation and accommodation, and thus our thinking changes and moves ahead

(Woolfolk, 2007).

In, play children also practice emotional skills. They learn how to regulate their fear

and anger and thereby how to maintain emotional control in threatening real-life

situations (Gray, 2012). Engaging in play helps children to gain self-confidence and

increase self-esteem. Play is also thought to reduce or eliminate symptoms of stress

and depression, and is an effective way to help children (National Center on Physical

Activity and Disability, 2006). When children have fun and enjoyment in their playtime,

they will ‘feel good’ about themselves and about what they’re doing. There are many

ways through which play can produce these benefits that will stay with them throughout

their lives.

Children love to play in emotionally exciting ways (Gray, 2012). Little ones delight in

being tossed into the air or swung around by adults or teenagers. They also love to be

chased by a “monster.” Somewhat older children enjoy somersaulting, pirouetting,

cartwheeling, and other forms of spinning around; sliding, swinging high, and teeter-

tottering on playground equipment; climbing trees or up the sides of buildings; leaping

from heights onto water or snowbanks; and zipping around on scooters, bikes,

skateboards, skis, and other devices that permit speed.

Children of all ages seem to have a sense of their limits in such play. They typically

start at low heights or slow speeds and move gradually up. They take risks in

moderation. The joy of play combined with a modicum of fear is the exquisite sensation

we all identify as thrill. But being thrown too high, or falling too far, or moving too fast is

not thrill but terror. Thus, in “Throw my Words” we allow children to experience such

feeling as thrill as they “knock out” their opponent with the balls. Experiencing fear of

being hit by the paper ball, the kids will run around and shout as they play.

Children also, when free, engage in lots of mock aggression in their play (Gray,

2012).  They play at fighting, and they playfully taunt and tease one another.  This is not

bullying, far from it.  The closest of friends play in this way. Yet, playful fighting does

induce some degree of fear, and playful fighting and teasing, both, induce moments of

anger.  Children—especially boys—play this way because Mother Nature knows that

they have to learn how to control not just their fear but also their anger. In “Throw the

Words”, they experience anger within the limits of what they can manage, for the

students will taunt and tease each other during the game, so the losing team must be

able to control their emotions and take it easy. They have to cope with the feeling of

anger after being defeated and learn that it is all but a game.

A child’s self-confidence and self-esteem are enhanced through play when they are

able to achieve the goals that they set (National Center on Physical Activity and

Disability, 2006). This achievement through play will enable the child to appraise his or

her own strengths and abilities, and as a result the child will develop self-confidence,

and a sense of accomplishment. For example, in “Throw the Words”, when the students

manage to provide the answers correctly, or just by hitting the right bottle, they will

experience a sense of achievement; therefore, believing their capability and ability in

doing something. Self-confidence is developed through success, as I just stated above.

The experience of success is provided through play leading children to accept future

challenges.

Play allows for a healthier, more socially acceptable way of expressing one’s feelings

and opinions. Children are able to express their emotions through play, which will in turn

reduce aggression. Expressing feelings through play will allow a child to work through

his or her problems, rather than internalizing them. By playing “Throw the Words”,

students laugh, smile, guffaw, out loud and express their feeling of joy because it

reduces the tension in learning. By doing this, the child will be forming a basis for

healthy emotional, mental, social, and physical well-being by learning how to manage

his or her emotions in a socially acceptable way.

In a nut shell, play provides great pleasure, joy, and freedom. Through play, children

will learn to embrace humor and laughter. These are crucial components for building

effective coping skills and relaxation techniques. In addition, they will help to reduce

stress through the experience of fun. 

Interpersonal or social skills, ranging from communication to cooperation, develop in

play (Perry, 2007). Children learn about teamwork when they huddle together and

decide who plays each position in “Throw the Words”. The child gains an understanding

about those around him and may become more empathic and less egocentric. When

playing with peers, children learn a system of social rules, including ways to control

themselves and tolerate their frustrations in a social setting. 

During play, children also increase their social competence and emotional maturity.

Smilansky and Shefatya (1990) contend that school success largely depends on

children’s ability to interact positively with their peers and adults. Play is vital to

children’s social development. It enables children to practice both verbal and nonverbal

communication skills by negotiating roles, trying to gain access to ongoing play, and

appreciating the feelings of others (Spodek & Saracho, 1998). In “Throw the Words”, the

students communicate as they are involved in discussion, they also have to learn to

tolerate with each other and accept other’s opinion. They also need to respond to their

peers’ feelings while waiting for their turn and sharing materials and experiences

(Sapon-Shevin, Dobbelgere, Carrigan, Goodman, & Mastin, 1998; Wheeler, 2004). This

is because there are times each student has to wait for the other to finish their round in

the game “Throw the Words”.

Furthermore, the students can experiment with roles of the people in their home,

school, and community by coming into contact with the needs and wishes of others

(Creasey, Jarvis, & Berk, 1998; Wheeler, 2004). They also experience others’ points of

view by working through conflicts about space, materials, or rules positively (Smilansky

& Shefatya, 1990; Spodek & Saracho, 1998).

To conclude, play has mountains of merits. As students engage in play, they learn

through playing. At the same time, they are unconsciously developed in the aspects of

physical, cognitive, emotional and social. What they have learnt is vastly different from

what they learn from the text merely from textbook. All the things they learn in play will

shape them into a better person in the future. A person who is equipped with self-

confidence, emotional intelligence, cognitive thinking, and being able to socialize with

one another as well as controlling his emotions on difficult tides. As a maxim always

says: ”All works no play makes Jack a dull boy.” This is why we need play for our

children.

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