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From approximately age three to six years, sociodramatic play (or role play) is proposed to be children's leading developmental activity. Sociodramatic play is the exact opposite of what is normally thought of as "free play" when children do whatever they want, free of any rules or social pressure (Karpov 2003: 146).
These types of play can be seen not only when a child is playing on their own, but also apparent in social group settings, or sociodramatic play. Sociodramatic play allows Smilansky's four types of play to come into place. For example, children can use their sensorimotor skills, skills found during functional play, during sociodramatic play.
Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.
Make believe, also known as pretend play or imaginative play, is a loosely structured form of play that generally includes role-play, object substitution and nonliteral behavior. [1] What separates play from other daily activities is its fun and creative aspect rather than being an action performed for the sake of survival or necessity. [ 2 ]
The child may engage in forms of social interaction, such as conversation about the play, without actually joining in the activity. [3] This type of activity is also more common in younger children. [1] [4] Parallel play (adjacent play, social coaction) – when the child plays separately from others but close to them and mimicking their actions.
Children are able to build upon their previously mastered oral skills or vocabulary to help them learn new skills, such as reading or writing. Oral language can be taught explicitly and implicitly through play. For example, dramatic play can allow for the child to take on different roles and use language as a tool in different contexts (Hill ...
During early childhood, the child will start to have learning tasks and skills that instill personal responsibility, which allows the children to make choices that could help them develop a sense of autonomy and confidence. [22] Children at this age like to explore the world around them and they are constantly learning about their environment.
Free-form play gives children the freedom to decide what they want to play and how it will be played. Both the activity and the rules are subject to change in this form, and children can make any changes to the rules or objectives of the play at any time. [5]