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Play-Doh or also known as Play-Dough is a modeling compound for young children to make arts and crafts projects. The product was first manufactured in Cincinnati, Ohio, United States, as a wallpaper cleaner in the 1930s. [1] Play-Doh was then reworked and marketed to Cincinnati schools in the mid-1950s. Play-Doh was demonstrated at an ...
[3] [page needed] Play-Doh is a manipulative that can help strengthen a child's fine motor skills. Dough can be rolled into balls, tooth picks can be used to create designs in the dough, and plastic knives can be used to cut the dough (with supervision).
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.
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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).
The kits include a soft form of Play-Doh, a 3D styling tool and a base such as a vanity set for the children to decorate. The Play-Doh comes in tubes which fit into the styling tool and are then extruded from a nozzle to make shapes in a similar manner to frosting cakes. [2] It is similar to the 3Doodler except uses Play-Doh instead of plastic. [3]
For example, studies show that children need to be assessed both verbally and non-verbally, as assessing them solely in a verbal manner can yield test results suggesting that some children are unable to conserve, while in actuality some children are only able to answer conservation tasks correctly in a non-verbal manner.
In learning by observation, children use observation to learn without verbal requests for further information, or without direct instruction. For example, children from Mexican heritage families tend to learn and make better use of information observed during classroom demonstration than children of European heritage.