Learning through play

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Learning through play is a term used in education and psychology to illustrate how a child can learn to understand the world around them. Through play, children can develop social and cognitive skills, mature emotionally, and gain the confidence necessary to engage in new experiences and environments.

The main ways children learn are to play, with others, be active, explore and experience new, talk to themselves, communicate with others, deal with physical and mental challenges, demonstrated how to do new things, train and repeat skills and have fun.

Video Learning through play

Definisi kerja dan bermain

According to the proponents of the concept, games allow children to understand their world. Children have a natural curiosity to explore and play as a medium to do so. In Einstein's Never Used Flash Cards , five elements of children's game are listed:

• Main should be fun and fun.
• Play may not have extrinsic goals; no learning is determined which must happen.
• Play spontaneously and voluntarily.
• Play involves active engagement in the player section.
• Main involves a make-believe element.

Play definition

• Creativity

Role-playing and pretend play involves creativity, such as: making props to use or find objects to use as props. Play can also be creative when players build building blocks, use paint or use different materials to build objects. Creativity is not about the final product, but the play scenario process.

• Imagination

Imagination is used when playing when the people involved create images in their minds to perform with their feelings, thoughts and ideas. The person then uses these images in their game.

Seven common game characteristics are listed in Play and Learn, by Beverlie Dietze and Diane Kashin: Active play, started by child, process-oriented, intrinsic, episodic, rule-driven, and symbolic.

Work

There is an important difference between play and work. Playing is mostly an activity chosen by the child, rather than determined by a parent or teacher; this is a process, not a predictable result or product. The work, on the other hand, has a definite purpose and a determined outcome.

According to Dietze and Kashin:

In order for an activity to be considered to be playing, experience must include measures of inner control, ability to deflect or create reality, and strong internal motivation to play. If parents and educators try to label experience as a game, but in reality have special requirements for the activity, then it becomes a non-playing job. For example, it is impossible to play with a flash card whose purpose is to ask the child to memorize something on each card. It does not play and children quickly distinguish between pure play and work disguised as playing.

Play is not a wasted time, but time spent building new knowledge from previous experiences. However, the quality of the long-term development of the game is difficult to resolve. There are various ways in which researchers can choose to see the difference between work and play. Researchers can choose a definition of play or work based on:

1. Primary Activity: "Immediate immediately for family units" Even if culture considers a child's actions are playing, a researcher may choose to define a child's actions as a job because it adds
2. Parent Concepts: Parents from different cultures define the actions of children and play differently. For example, a Mayan mother whose daughter sets up her own fruit stall can think of it as a game. However, many Westerners will consider this to work if the child actually manages to sell items from the fruit stall. A child in the United States who prepares a lemonade is considered to work for money.
3. Children's Concept :. Children have different ideas of what to play and work compared to adults

Classic, modern and contemporary perspective

There are three main groups of game theories:

1. Classic theory focuses on the game from the burning aspect of excess energy; recreation and relaxation; replenish energy after hard work; practicing the role of the future, and the theory of recapitulation (passing through gradual stages by the ancestors). Herbert Spencer argues that playing is a mechanism that allows humans to expend excessive energy that is not necessary to survive; this can be achieved by children through the game.
2. Modern theory tests play from the perspective of how it affects the development of the child. According to Dietze and Kashin, "Students are no longer regarded as passive recipients of knowledge, but as constructors of active meaning". This perspective is emphasized in constructorist theory through experiential learning. Theorist John Dewey points out that children learn best with physical and intellectual activity; in other words, children need to take an active role in playing.
3. Contemporary theory focuses on play relationships with diversity and social justice in everyday life and knowledge. Children learn the social and cultural context through their daily life experiences. The Zone of Proximal Development Concepts, developed by Lev Vygotsky, shows that children need activities that support learning in the past and encourage new learning at a slightly more difficult level. Vygotsky believes that social engagement and collaboration with others is a powerful force that changes the thinking of children. Urie Bronfenbrenner states that a child's development is influenced by people and the environment (which includes families, communities, cultures and the wider community).

The value of Maya Yucatec culture

The way children learn through the game is culturally specific "as a result of differences in beliefs, values, and practices that raise children." Play both those influences and mirror how children from different cultures learn. Most western cultures would agree with the previously described game definition in which the game is fun, has no extrinsic purpose, no predetermined, spontaneous and voluntary learning, involving active involvement on the part of players, involves the make-believe element. However, that is not the case for most others. For example, Maya Yucatec lacks the emotional aspect in make-believe games, and most of their games are based on reality.

Yucatec Maya generally learns through "Intent Community Participation," an approach different from that commonly found among American middle-class European families. This approach emphasizes observations that make connections with individuals in community action.

Unlike children from the US, Yucatec Maya's children rarely engage in mock games. Playing ostensibly is considered a form of lie because children do not represent something that really happened. For example, a Mayan mother told an ethnographer that she would "tolerate" her son pretending that the leaves in the bowl were a form of food. Instead of having an imaginary state and friends, they play through a variety of real-life situations that reflect Yucatec's everyday life. For example, children go through the steps of making tortillas, weaving, and cleaning clothes. It deals with having no Segregation of Age. Unlike middle-class industry kids who play primarily with children of the same age, Yucatec Mayan's children engage with all ages, exploring the activities of everyday life.

Different cultures and communities encourage children to play differently. For example, some cultures can prevent parents from joining in play, forbidding children from receiving toys, or perhaps expecting children to play in mixed age groups far from adults. They may be expected to grow from playing by 5 or in the middle of childhood.

Different age groups have different cognitive abilities. For example, when older Yucatec children pretend to be disciplined (modeling parental structures and exploring emotions), younger children can react negatively because they do not understand that discipline is a game.

Their culture also emphasizes learning through observation. Children are active participants by observing and modeling activities that are useful to the community. "Inherently integrated into the daily activities of the compound." Their repetitive realistic representation of the adult world is represented through their game.

In the first half of the 20th century, Susan Isaacs introduced the study of the game. This comes from understanding the development of children from Western Europe and the United States. However, experts such as Gunilla Dahlberg et al. (1999) suggest that Western ways of viewing play can not be applied across cultures. Fleer (1995) works with Australian Aboriginal children challenging Western experts, whether it is ideal for encouraging play. He suggested that, "the children he learned did not play, and it was not necessary for them to do so".

Importance

Play is important enough for the United Nations that he has recognized it as a special right for all children. Children need the freedom to explore and play. Play also contributes to brain development. Evidence from neuroscience shows that the early years of a child's development (from birth to six years) provide the basis for lifelong learning, behavior and health. The neural pathways of children are affected in their development through exploration, thought, problem solving and language expression that occurs during episodes of play. According to the Canadian Council on Learning, "Playing nourishes every aspect of children's development - it forms the intellectual, social, physical, and emotional skill base needed for success at school and in life." Playing 'paves the way for learning' ".

Learning occurs when children play with blocks, paint pictures or play confidence. During play, children try new things, solve problems, create, create, test ideas, and explore. Children need unstructured and creative play time; in other words, children need time to learn through their game.

According to Pascel, "Playing is a serious business for the development of young learners.This is a very important understanding.An intentional and effective game-based approach supports the cognitive development of children.When well designed, such an approach touches the individual interests of children , draws out the emerging capacity, and responds to their sense of inquiry and exploration of the world around them.This results in highly motivated children enjoying an environment where learning outcomes from the curriculum are more likely to be achieved ".


Maps Learning through play





Childhood

It has been acknowledged that there is a strong relationship between play and learning for young children, especially in the areas of problem solving, language acquisition, literacy, arithmetic and social, physical, and emotional. Young people are actively exploring their environment and the world around them through learning-based games. Play is an important part of the optimal social, cognitive, physical and emotional development of children. Researchers agree that play provides a strong foundation for intellectual growth, creativity, problem solving and basic academic knowledge. According to Dorothy Singer, "Through make-believe games kids can be who they want and go wherever they want.When they engage in sociodrama games, they learn how to overcome feelings, how to bring a big and confusing world into small ones , manageable sizes, and how to become socially proficient as they share, take turns and work with each other.When children play, they learn new words, how to solve problems, and how to be flexible. "

As children learn through quality and qualified play experiences, they build on essential skills essential for cognitive development and academic achievement. These include verbalization, understanding of language, vocabulary, imagination, questions, problem solving, observation, empathy, cooperative skills and other people's perspectives.

Through play, children learn a set of skills: social skills, creativity, hand-eye coordination, problem solving and imagination. It is said that this skill is better learned through the game than through fast cards or academic training. In addition, Slovak researchers Gmitrova and Gmitrov have found evidence that explains the importance of playing ostensibly as a medium in which children can advance in fields beyond the educational curriculum.

Confidence about play-learning relationship

According to Linda Longley and colleagues, experts and parents have different beliefs about the relationship between play and learning activities. While parents consider more learning value for structured play activities (eg, educational videos), experts identify structured activities as "non-play" and associate less learning value with these activities compared to unstructured activities (make-believe, or pretend, play).



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Swap-based learning

Play develops children's content knowledge and gives children opportunities to develop social skills, competencies, and dispositions for learning. Play based learning is based on the Vygotskian scaffolding model in which teachers take into account the specific elements of play activities and provide encouragement and feedback on children's learning. When children engage in real life and imaginary activities, playing can be a challenge in children's thinking. To expand the learning process, sensitive interventions can be provided with adult support when needed during play based learning. Play based learning can also be defined as:

"... children become active and engage in their learning.The children learn best through direct experience... the purpose of active-play learning is that it motivates, stimulates and supports children in the development of skills, concepts, their language acquisition/communication and concentration skills, also provides opportunities for children to develop positive attitudes and to demonstrate awareness/use of recent learning, skills and competencies, and to consolidate learning. "

In 2009, the DCSG outlined some of the benefits of a fun learning approach in Early Years settings, including 1) that playful children use and apply their knowledge, skills and understanding in different ways and in different contexts; and 2) playful practitioners use many different approaches to engage children in activities that help them learn and develop positive dispositions for learning. This guide goes on to state:

"Practitioners can not plan children's games, as this will work against the choices and controls that are the main features of the game.Practors can and should plan for children's play, however, by creating a high-quality learning environment, and ensuring that periods are not disturbed for children to develop play "

According to researcher Kathy Hirsh-Pasek and Roberta Michnick Golinkoff, "The level of children's play increases as adults play with them.The various children's play involved also increases as adults join in. Join in differently from controls.Controls make children follow agendas of their parents and do not lead to cognitive development as much as parents follow their children's leadership ". There are several ways educators/parents/guardians can facilitate children's learning during play:

1. Adults can model positive attitudes toward the game, encourage it, and balance the playing of indoor and outdoor throughout the year. When adults join, they must guide the shape, engage and expand it, rather than dictate or dominate the game.
2. Organize the environment by deciding what toys, materials, and equipment to include in that environment. It is important to offer different materials and experiences with varying degrees of difficulty. Material selection is important, as it provides motivation for children's exploration and discovery. Both indoor and outdoor experiences should provide a center and an exploration space. The playing environment should allow children to make choices, and to explore play possibilities. The playing environment should reflect the daily life experience of the child.
3. Observe carefully as the child starts using toys, materials, and equipment. Observation is an ongoing process, providing information on the child's interests, abilities, and strengths as well as opportunities for learning and further development. Observation helps identify how adults can build and guide learning.
4. Carefully disguise themselves into playing activities
5. Listen, repeat, extend, and ask questions in a timely manner
6. Extend the child's natural observation by providing the language necessary to help the children articulate what they see happening. Adults can promote play and opportunities for extensive discoveries; they can improve (or facilitate) play by encouraging children to bring their interests and experiences into the drama. Adults can ask questions, expand and improve playback.
7. Help children recognize concepts that emerge as they grapple with the environment, hypothesize, recognize similarities and differences, and solve problems
8. Provide social knowledge while allowing children to learn the physical and logical-mathematical knowledge that helps them understand the world around them



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Play-based learning criticism

Mastery of knowledge

Forty years of research have shown a positive correlation between play and learning of children. This has led many to conclude that play is useful for all learning. However, many such findings may reflect procedural knowledge rather than declarative knowledge. It is uncertain whether correlational research can prove or know what degree of play is responsible for this advantage. The assumption that children can learn declarative information, such as words or facts, is only based on evidence that children acquire skills in play can not be done. The actual value of play is not that it can teach children facts, but it can help them acquire important procedural knowledge, useful in gaining declarative knowledge.

Pretend to play: creativity, intelligence, and problem solving

With regard to creativity, meta-analysis has demonstrated inconclusive proof about playing ostensibly improving creativity. Correlation studies have been inconsistent, with some showing relationships only to pretend to play social, pretend play, or constructive play, and other studies failing to show relationships with the same construction. In terms of intelligence, research has expressed uncertain whether playing promoting intelligence or intelligence encourages games and other adult interventions is no different in promoting intelligence in children. For troubleshooting, the construction game form correlates with problem solving involving construction (puzzle toys). Further research should check whether such "games" help solve the problem in general.

Pretending to play, also known as "make-believe games" involves the acting of ideas and emotions. Children play stories containing different perspectives and ideas. Although some research indicates that this type of game does not improve children's development, others have found that it has a major impact on language use and awareness of children from the perspective of others. Pretend play can also help a child's self-regulation in the areas of decency, delayed gratification, empathy, and less aggression. It can also improve social skills such as empathy, problem solving, and communication.



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Turn-based learning program

Play based learning programs include:

• High/Coverage is an example of a cognitive approach. The philosophy is that children should be actively involved in their own learning. High/Coverage provides 58 main experiences. In time of learning centers, they use a plan, do, review approach. This approach enables them to transcend egocentricity now while taking responsibility for directing their own learning. Adults working with children see themselves as more facilitators involved in playing than managing the game itself.
• The Montessori method emphasizes self-directed activity on the part of the child and clinical observation on the part of the teacher. The goal is to adjust the child's learning environment to its developmental level. This broad approach encourages children to learn through the game.
• Ontario Full Day Child Learning Program, for children aged 4 and 5 years, is a school program consisting of exploration, inquiry, guided and explicit instruction.
• Ontario Early Years Centers is a parent-child interactive program with a focus on play based learning. Parents and carers live with children, and can get information about the programs and services available to children and their families.
• The Reggio Emilia approach, based on a project approach, has a vision of the child as a competent learner, and has produced a curriculum model aimed at children. The curriculum has a purposeful development, and is based on an emerging curriculum, but no sequence of teachers is directed. Teachers follow the interests of children, and provide focused instruction in reading and writing within the project parameters that children choose. Reggio's approach believes that children learn through interaction with others (including parents, staff and peers) in a friendly learning environment.



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See also

• Education entertainment
• IT Through Experiential Learning 2016



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References

Source of the article : Wikipedia