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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.
Sara Smilansky focused her research on children's play, how they learn through play, and how it relates to their future success. One of Smilansky's main findings in her research was that children engage in four types of play: functional play, conditional play, games with rules, and dramatic play. [9]
Stages of play is a theory and classification of children's participation in play developed by Mildred Parten Newhall in her 1929 dissertation. [1] Parten observed American preschool age (ages 2 to 5) children at free play (defined as anything unrelated to survival, production or profit). Parten recognized six different types of play:
Free play is not merely a pastime; it is a fundamental process through which children learn and develop across multiple domains. [1] [2] The seemingly unstructured nature of free play masks the complex cognitive, social, and emotional processes taking place, which are difficult to quantify but essential for a child’s development. [1] [3]
Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory.
Other examples of mental abilities are language and pretend play. Symbolic play is when children develop imaginary friends or role-play with friends. Children's play becomes more social and they assign roles to each other. Some examples of symbolic play include playing house, or having a tea party. The type of symbolic play in which children ...
Children's increase in playing and pretending takes place in this stage. The child still has trouble seeing things from different points of view. The children's play is mainly categorized by symbolic play and manipulating symbols. Such play is demonstrated by the idea of checkers being snacks, pieces of paper being plates, and a box being a table.
The program encouraged children to learn problem solving skills through play and foster self-confidence. [3] Gerber described the purpose of the program "If you can help parents to perceive and accept the child at his own developmental level, and to learn how to understand and respond to his needs, you can prevent problems before they develop ...