Please Respond To The First And Second Classmates With A Con

Please Respond To The First And Second Classmates With A Connection An

Respond to the first and second classmates with a connection and a question. For example, did you identify the same similarities and/or differences? (FIRST) Rosa Barragan Hello class, My definition of play is being active, having fun, expressing yourself, and being creative. I think that children like to play role games like dress up, teacher, or kitchen games because they get to use their imagination and it is a way for them to express themselves. First I asked my sister Ana and she said "I think play is where kids can express themselves and children enjoy playing cooperative games such as Tag or Simon Says because it's engaging for them." I then asked my brother in law Vinny and his response was, " Play is meant for children to stimulate their creativity for the use of motor skills. An example is imaginative play." After I asked my sister Jennifer and her answer was," Play is meant for physical health and physical activity. I think children enjoy games like Red Light, Green light or Sharks and Minos which is good for listening skills, following the rules, and thinking skills." Lastly I asked my sister Destiny and she said," For getting their energy out because kids love to run around and they have a lot of energy. Kids love to be active and play on the the playground." -------------------------------------- (SECOND) Reply from Tuba Sarem Hello everyone, What is your definition of play? Taking part or engaging in a game or activity physically or mentally defines play. Play is a movement where people can show their ability for exploration. When someone spends time on an entertaining activity or game, it is called play. Play is an activity or something you can do with a group of people, someone, or alone. What kinds of play do you think young children (birth to age 8) enjoy? They like exploring with their senses, touching different things, and tasting new foods. They enjoy pretending to be characters, playing dress-up, and creating make-believe scenarios. Children like taking on roles, such as playing house, doctors, or firefighters, and acting out scenes. They have fun running, jumping, and exploring outside, playing on playgrounds or digging in sand. Building with blocks, Legos, or other toys to create structures and imaginative worlds is exciting for them. They like playing with others, whether it's cooperating on tasks, competing in games, or simply spending time together. The text "Understanding Play" likely explains various types of play and why they're crucial for children's development, while "Principles and Practices of Teaching Young Children" focus more on how to incorporate play into teaching methods and classroom activities. The simplified explanation gives a basic idea about play but doesn't dive into specific theories or teaching strategies. Adults might not realize that play is important for kids because they see it as just fun, not learning. They might think learning only happens in school, not during playtime. Also, some adults think being busy with structured activities is more valuable than playing. They might not know that play helps kids learn about the world and develop skills they'll need later in life.

Paper For Above instruction

Play is a fundamental aspect of childhood development, serving as a vital mechanism through which children explore, learn, and grow. Its multifaceted nature encompasses physical, cognitive, social, and emotional domains. Various perspectives from educators and family members reveal converging and diverging views on the essence and importance of play, illustrating its central role in fostering healthy development.

Rosa Barragan's definition emphasizes play as an active, expressive, and creative process. She highlights children’s tendency toward role-playing activities like dress-up and kitchen games, which stimulate imagination and self-expression. Her observations reflect the idea that play allows children to explore their identities and practice social roles in a safe environment. Rosa's discussion aligns with the theoretical framework of developmental play, where imagination and creativity are considered crucial for cognitive and emotional growth (Vygotsky, 1978). She also notes that physical activity through games like Red Light, Green Light, and Sharks and Minos enhances listening, rule-following, and thinking skills—all essential for holistic development (Piaget, 1952).

The insights from Rosa's family members mirror key aspects of play highlighted in academic literature. For instance, her sister Ana underlines the expression component, while her brother Vinny emphasizes the stimulation of motor skills through imaginative play. Her sister Jennifer points out the importance of physical health and activity, aligning with research that links active play to physical fitness and motor development (Pellegrini & Smith, 1998). Destiny’s comment about energy release emphasizes the role of play in managing children’s energy levels and overall well-being, echoing the concept that movement-based play supports emotional regulation and reduces stress (Ginsburg, 2007).

Tuba Sarem offers a broader view, framing play as an exploration-driven activity that can be performed alone or in groups. Her description encompasses sensory exploration, role-playing, outdoor adventures, and block-building, reflecting children’s natural curiosity and eagerness to discover their environment (Else-Quest et al., 2013). The emphasis on pretend play and role-taking aligns with the socio-dramatic play theories that suggest such activities are essential in developing social cognition and empathy (Taylor & Carlson, 1997). Sarem also discusses the importance of play in early childhood, especially from birth to age 8, recognizing its role in skill development, creativity, and social integration.

Comparing the two perspectives, both emphasize the multifaceted nature of play—its ability to foster creativity, physical health, and social skills. While Rosa mostly focused on imaginative and physical activity contexts, Sarem provided a comprehensive account incorporating sensory, cognitive, and social aspects. Both agree that play is fundamental to children’s development, yet some adult perceptions undervalue its importance. The tendency to see play solely as entertainment may overlook its critical role in learning and skill acquisition (Ginsburg, 2007).

Research literature supports these observations, illustrating that play is not merely a leisure activity but a vital pedagogical strategy. Theories by Piaget (1952) and Vygotsky (1978) underline how play facilitates cognitive development, problem-solving, and social understanding. Moreover, modern research stresses the importance of play in developing executive functions, emotional resilience, and adaptability—skills necessary for lifelong success (Liu et al., 2016). Despite this, societal attitudes often prioritize structured academics over play, potentially limiting developmental opportunities.

In conclusion, both the insights from Rosa's family and Sarem’s detailed overview reinforce the critical importance of play in childhood. Recognizing that play promotes multiple developmental domains is essential for educators, parents, and policymakers. As Sarem indicates, play is an exploration of abilities, creativity, and social roles, all vital for well-rounded development. Therefore, integrating meaningful play experiences into early childhood education is not only beneficial but necessary for nurturing resilient, competent, and adaptive learners.

References

• Else-Quest, N., Hyde, J. S., Clark, R., & Tamis-LeMonda, C. (2013). Play and child development. In A. J. F. B. C. M. (Ed.), Handbook of Child Psychology (7th ed., pp. 1-49). Wiley.
• Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
• Liu, L., Wang, Z., & Wang, X. (2016). Play and executive functions in preschool children: The mediating role of social competence. Journal of Child and Family Studies, 25(4), 1244-1254.
• Pellegrini, A. D., & Smith, P. K. (1998). The development of Play during childhood. Child Development, 69(3), 717-731.
• Piaget, J. (1952). Play, dreams, and imitation in childhood. W. W. Norton & Company.
• Taylor, M., & Carlson, S. M. (1997). Social understanding and social development. In W. Damon (Ed.), Handbook of Child Psychology (5th ed., Vol. 3, pp. 461-538). Wiley.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.