F3 DII F4 S Watch this video about children's physical development. Social, emotional and moral development Children also develop many social skills through play. They encounter situations where they learn to collaborate, choose experiences, make decisions, and experience failure and success. Pretend play assists children to explore the world of feelings and relationships. By playing out situations with others, children can come to terms with their world, particularly if they do not understand certain experiences. Emotionally, children's growth is also fostered through play as they learn to manage a variety of feelings. Morally, children learn what is right and wrong through play, how to treat others fairly and what it is like to be treated unfairly. They also learn about their community, conservation and the environment as they share stories with others. By observing children at play, you can gain a sense of how play impacts a child's self- esteem, independence and sense of achievement. Play enables children to understand more about others and themselves, including their fears, joys and frustrations, and how they and others express themselves. Children might practise social skills through play like: taking turns cooperating and collaborating setting rules and guidelines. sharing negotiating Play is not bound by rules of language or culture - it is open to children's own interpretations and expressions. Children may encounter situations in play that reflect those they will meet again later in life. Through play, children are able to take on new roles, work through and cope with both positive and negative experiences, and learn what is necessary to establish relationships. From as early as two years old, children begin to notice physical differences in people, particularly differences relating to gender, colour and physical abilities. This is part of the children's self-discovery as they ask, 'Who am I?' When children start forming relationships with others, they develop attitudes about Q Search of Be L PRE D F5 F6 F7 % & 0062 ENG W INTL prt sc home end insert F8 F9 F10 F11 F12 the children's self-discovery as they ask, 'Who am I?' relat When children start forming relationships with others, they develop attitudes about differences. Children begin to work out who they are from their experiences with others; for example, they find out whether they are male or female; they become aware of the colour of their skin, eyes and hair; and they find out about their bodies and physical capabilities. CONE WORLD FOR CHILDREN PTY LTD 5 CHCECE011 PROVIDE EXPERIENCES TO SUPPORT CHILDREN'S PLAY AND LEARNING DII F3 Example F4 Development through play Cynda, an early childhood educator, has set up play dough. On the table she has provided a range of items: a rolling pin biscuit cutters scissors a collection of coloured pebbles and feathers. The children working with the play dough each demonstrate different abilities. Development Physical Abilities Rolling, pounding, cutting, moulding, etc. Social, emotional and moral Talking about their work Sharing play dough and materials with others Cognitive Q Search 3 # $ 4 3 F5 of PRE F6 Creating pretend play scenarios Discussing their work with others Manipulating the dough to match the emotion felt; for example, pounding out anger, squeezing the dough for stress release, etc. Planning what to create Working out how to represent ideas F7 E W ENG INTL 1:22 E 11/12/20 F8 F9 prt sc F10 home end insert delete F11 F12 55 % & ( 5 6 7 8 9 0 F3 # 3 Physical Rolling, pounding, cutting, moulding, etc. Social, emotional and moral Talking about their work Cognitive Sharing play dough and materials with others Creating pretend play scenarios Discussing their work with others Manipulating the dough to match the emotion felt; for example, pounding out anger, squeezing the dough for stress release, etc. Planning what to create Working out how to represent ideas Communication Telling others about their creations Chatting while working Spiritual Creative Thinking about the play dough and its origin Connecting with the activity and thinking about how it feels to work with the dough Imagining how to use the materials Creating an idea Manipulating the dough to the shapes desired Stages of play Social play refers to the way children play with others. Very young children have not gained the social skills to play effectively with others, so they are in a different stage of social play than children aged four years and over who play happily in groups. People who study children's play have noted these differences and have classified them into different play types. Theorist Mildred Parten defined types of play that reflect the social dimensions of play. Parten's types of play: Solitary play Parallel play Play with rules Unoccupied play DII F4 Q Search $ Hv 4 3 of PRE F5 F6 F7 L 55 % 5 6 & 87 7 C F8 F9 8 prt sc ( 9 ENG 1:22 PM W INTL 11/12/2023 home end insert delete F10 F11 F12 0 + F3 DII F4 8 Parallel play Associative play Cooperative play CONE WORLD FOR CHILDREN PTY LTD Unoccupied play Onlooker play TOPIC 1 CREATING AN ENVIRONMENT FOR PLAY Play with rules Older preschool- and early primary school-age children become interested in more structured games; that is, those with clearly defined rules. Children often choose to play these games during their playtime at preschool, school or outside school care. Games with rules include: tabletop games, such as board games and card games games played in lines or circles games with balls, bats or marbles skipping rope games hopscotch cricket football. You can support play with rules by ensuring materials and equipment are in good order and are readily available to children. Most play with rules requires space and an understanding of the rules of play. Children also need to collaborate with each other as they share what they know and agree on how the game will operate. Avoid competitive games where possible, as they reduce children's opportunities to practise skills. In competitive games, the children with the greatest skills get lots of practise, while the children with poor or less-developed skills are left out or are eliminated early. This reduces practice time, provides little chance for developing skills, and can also be damaging to self-esteem. In this situation children might become Q Search of PRE C F5 F6 F7 # $ 2 3 4 3 25 % & 5 6 7 ENG W INTL prt sc home end insert F8 F9 F10 F11 F12 8 9 0 Children of all ages can become involved in unoccupied play, which involves a child being occupied watching anytOng that happens to be of momentary interest, rather than actively playing. When there is nothing exciting taking place, the child may play with their own body, get on and off chairs, stand around, follow an educator or sit in one spot glancing around the room. Unoccupied play may not seem important, but you must respect a child's decision not to participate, and see the value in a child's observation of an environment and the people in it. Onlooker play Children of all ages can also become involved in onlooker play. A child who spends time watching other children at play is undertaking onlooker play. The child may talk to the children they are observing by asking questions or giving suggestions, but does not enter into the play. This type of play differs from unoccupied play in that the onlooker is definitely observing particular groups of children rather than anything that happens to be of interest at the time. The child stands or sits within speaking distance of the group so they can see and hear everything that takes place. As with unoccupied play, onlooker play may not seem important, but you must respect a child's decision not to participate, and see the value in a child's observation of an environment and the people in it. ONE WORLD FOR CHILDREN PTY LTD 11 TOPIC 1 CREATING AN ENVIRONMENT FOR PLAY 2. This photo shows a small group of four- and five-year-old children playing. What Q Search DII F4 F5 of B PRE e O W ENG INTL 1: 11/12 F6 F8 prt sc home end insert delete F9 F10 F11 F12 @ # $ tA 2 3 4 z 85 % & 5 6 29 * ( 7 8 9 W E R T Y U I 0 P S D F G H + 11 } This type of play differs from unoccupied play in that the onlooker is definitely observing particular groups of children rather than anything that happens to be of interest at the time. The child stands or sits within speaking distance of the group so they can see and hear everything that takes place. As with unoccupied play, onlooker play may not seem important, but you must respect a child's decision not to participate, and see the value in a child's observation of an environment and the people in it. ONE WORLD FOR CHILDREN PTY LTD 11 TOPIC 1 CREATING AN ENVIRONMENT FOR PLAY 2. This photo shows a small group of four- and five-year-old children playing. What value might this play have for their development? Consider their physical, social, emotional, cognitive and communication development. Q Search of 19 PRE DII F3 #3 F4 F5 F6 F7 F8 COO 59 F9 ENG 1:23 PM W INTL 11/12/2023 prt sc F10 home end insert delete F11 F12 $ % 4 2 5 6 7 29 & 8 9 + E R T Y U I { O } P [ ] D F G H J K L back