Introduction To This Assignment Allows Students To Observe ✓ Solved

Introduction This assignment allows students to observe the

This assignment allows students to observe the role of play in children’s development, how teachers support play in relation to the major developmental theorists. You will observe children in a preschool setting and analyze the types of play, connecting the play to past theorists. Due to restrictions on visiting childcare centers, you will complete your observation by watching the attached video. Focus on Draco and Wyatt regarding their types of play, communications, and interactions with their peers.

Included in your write-up should be three examples of play that you observed. For all three observations, include a detailed description of what you observed (each observation should have a minimum of seven sentences for this part), analyze the play, and reflect on which type it is (from the textbook, Part 2, Chapter 4). Also, select a theorist the observed play most closely matches, providing reasoning based on Erikson, Maslow, Piaget, or Vygotsky (minimum of three sentences each). In a separate summary paragraph (minimum of seven sentences), reflect on how the teacher supports play as well as any other activities, skills, or interventions the teacher could implement to enhance the children’s play.

Discuss how you will implement play into your learning environment and explain why play is so important in early childhood.

Paper For Above Instructions

Scenario One:

In the video, I observed Draco and Wyatt engaging in cooperative play while building a block tower at a table. Draco carefully selected colorful blocks of various shapes, while Wyatt held the blocks steady, showing great attention. As they built the tower, both children communicated frequently, with Draco suggesting which block to place next while Wyatt echoed his ideas. Their laughter indicated the joy they experienced during this shared activity. Throughout the observation, it was clear that they were engrossed in the task, occasionally getting competitive about who could stack the blocks higher. When one block fell, they quickly collaborated to rebuild it, demonstrating their problem-solving skills. This interplay highlighted not only their creativity but also the social development taking place as they negotiated roles and took turns.

Type of Play:

The type of play observed in this scenario can be classified as constructive play. This form of play involves manipulating materials and is critical for cognitive development as children experiment with cause-and-effect relationships. Building with blocks fosters spatial awareness and enhances fine motor skills. In this case, Draco and Wyatt demonstrated their ability to work together to create a structure, underscoring the interactive nature of constructive play.

Theorist:

The play observed closely aligns with the theories proposed by Lev Vygotsky, whose concept of the Zone of Proximal Development emphasizes learning through social interaction. According to Vygotsky, children learn best when they engage in collaborative activities with peers. This observation exemplified how Draco and Wyatt not only developed their individual skills but also learned from each other, particularly when working to achieve a common goal. Their dialogue and collaborative efforts supported Vygotsky's assertion that social interaction is fundamental to cognitive development.

Scenario Two:

In another instance, Draco engaged in dramatic play by pretending to cook in a play kitchen setup. He donned an apron and enthusiastically acted out the process of chopping vegetables while Wyatt joined him as a waiter. They both used props like plastic fruits and vegetables, which added realism to their play. Through this act, Draco expressed imagination and creativity, concocting various dishes and calling out to Wyatt to take his orders. Their exchanging roles allowed for a rich narrative to develop, showcasing their ability to immerse themselves in the scenario. They enacted social roles they might observe in the real world, which contributed to their understanding of adult interactions. The energy of their play indicated they were fully engaged in this imaginative storyline.

Type of Play:

This scenario is an example of symbolic play, where children use objects to represent something else, engaging in imaginative activities. It fosters language skills, social norms, and emotional development as children navigate various roles. Through this role-playing, Draco and Wyatt practiced verbal communication and learned to express their thoughts and feelings in a safe environment.

Theorist:

This observed interaction can be linked to Erik Erikson’s theory of psychosocial development, particularly the stage of initiative versus guilt. In this stage, children assert themselves actively through play and imagination. By taking on different roles and confidently directing the play scenario, they cultivate a sense of initiative. Erikson emphasized that successful navigation of this stage results in a sense of purpose, a key aspect observed in Draco’s enthusiastic participation.

Scenario Three:

In the final scenario, I observed a moment of parallel play as both boys sat at a table where they independently colored with crayons. While they were not directly interacting, they occasionally exchanged comments about their drawings, displaying mutual interest in each other's creations. Wyatt specifically commented on Draco's choice of colors, which led to a short discussion about their favorite hues. They would occasionally glance at one another's work, promoting a sense of community and shared experience, even though their actions were primarily solitary. This scenario illustrated how parallel play allows children to engage with each other while still pursuing their individual projects. It is essential for developing social bonds and understanding the concept of observation in a group setting.

Type of Play:

The play observed can be categorized as parallel play, which is common among preschool-aged children. During parallel play, children engage in similar activities side by side without directly interacting with each other. This type of play is vital for developing social skills, as it encourages children to observe and learn from their peers while still allowing them to pursue their individual interests.

Theorist:

This observation connects with Jean Piaget's theory of cognitive development, specifically the preoperational stage, where children begin to engage in symbolic play while still primarily focused on their own activities. Piaget acknowledged that during this stage, children are egocentric and may not yet understand how others perceive their actions. However, through parallel play, they start to appreciate social interactions and become aware of their peers, contributing to their growth and maturity.

Summary:

In analyzing the play of Draco and Wyatt, it is evident that the teacher plays a crucial role in supporting and enhancing children's play experiences. By providing a variety of engaging materials, such as blocks and a play kitchen, the teacher fosters an environment that encourages exploration and creativity. Furthermore, intervening sensitively during play can facilitate deeper social interactions and promote conflict resolution skills. In addition to structured activities, the teacher can enhance play by incorporating discussions around emotions and interpersonal relationships, helping children navigate social dynamics. I will implement play in my learning environment by ensuring ample resources and opportunities for both cooperative and independent play. Play is vital in early childhood as it not only supports cognitive and social-emotional development but also cultivates a love for learning and exploration among children.

References

• Erikson, E. H. (1950). Childhood and Society. Norton.
• Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
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