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100. “Children need the freedom and time to play. Play is not a luxury. Play is a necessity.” – Kay Redfield Jamison 101. “Children's games are hardly games.
Children's Games is an oil-on-panel by Flemish Renaissance artist Pieter Bruegel the Elder, painted in 1560. It is now in the Kunsthistorisches Museum in Vienna. The entire composition is full of children playing a wide variety of games. Over 90 different games that were played by children at the time have been identified. [2]
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.
However, they now can think in images and symbols. 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.
For instance, scholars widely consider references to blood in the play Macbeth by William Shakespeare to be symbolism for the main character's violent behavior and his accompanying guilt. [3] In the novel The Great Gatsby by F. Scott Fitzgerald , the image of huge bespectacled eyes on a billboard may be interpreted as symbolizing the gaze of God.
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 ]
A leading activity is conceptualized as joint, social action with adults and/or peers that is oriented toward the external world. In the course of the leading activity, children develop new mental processes and motivations, which "outgrow" their current activity and provide the basis for the transition to a new leading activity (Kozulin, Gindis, Ageyev, & Miller 2003: 7).
Images have always been involved in learning with pictures and artwork to help define history or literary works. There is also a long tradition of using texts as educational images that reaches back to the Enlightenment. [1] However, visual literacy in education is becoming a much broader and extensive body of learning and comprehension.