Report on Parents Perspectives on Children Play
2. Parents views and contemporary theoretical perspective on their children’s play 3. Parents perspective on their childhood play
Parents thought that play enables their children to respond and interact with them as well as other people around them. Many parents said they play with their children almost every day though it is not always interesting when they are tired from work, but it is important for the children development. They commented that children like it when parents play with them as they are seen as their favorite playmates.
There are some activities that children take part in to improve their social development. Role play is a good activity where a child plays within a group and takes on other’s roles. When playing ‘mums’ and ‘dads’ games with friends, he or she pretends to play a role of everyday family. Physical development of a child was known to take place through activities like painting and drawing which helps them in their manipulative skills because of the nature o f movement in the activities. Construction of large toys helps developing their muscles through stretching, carrying, balancing and lifting. Most children had toys which parents thought are the best tools for learning. Math skills are developed through block play and things of different shapes and sizes. Thinking skills are developed through pop-up toys and learning how those toys work, their cause and effect. Playing ball uses muscles and enables them to have body control. Communication, problem-solving, and cooperation skills are developed through dramatic plays with friends. Writing skills were known to be developed through drawing with crayons (Dockett & Fleer, 2003).
Parents views and contemporary theoretical perspective on play
Parents views and perspectives on child play supports contemporary theoretical perspective on play which explains that children are not just having fun when playing but also developing social, language and cognitive skills (Fleer et al 2009). Hervert Spenser with her unemployed energy theory advocates childhood playing to imitate an activity. Karl Groos argued in his capacity development theory that play is preparing for life as children get an opportunity to display skills that they will need in adulthood like fighting and sex. Other scientists theorized that play stimulates language development in children in that they apply names to objects they imagine or encounter as they communicate with peers and play in groups, thus, speeding vocabulary improvement and language acquisition process. Social competence theory explains that children are able to identify themselves with others when playing on their own and with peers and develop sense of empathy. Children begin to understand social situations and relationships, become more communal and enables them form friendship and trust. Sigmund Freud in his repetition compulsion theory argues that repetition in play or reply enables children to seek out sensations that are pleasurable and avoid painful ones (Spodek & Saracho, 1998). Lev Vygotsky on the other hand argued that play enabled cognitive development in children. He explains that children rehearsed future adulthood accomplishments through play. Barnet argued that play reduced anxiety and stress levels dramatically in preschool children. It was then theorized that play stabilized emotional health in children, giving them space to calm themselves and relax ((Forbes, 2004).
Parents’ perspective on their childhood play
A survey done on parents’ childhood play experience shows that parents see plays as fundamental and instinctive to their existence. Many of them had played several games in their childhood like ‘mum and dad’, ‘teacher and student’, taxi driver and passenger’, painting and drawing, and many more which they played with their friends. Their...
References: Dockett, S., & Fleer, M. (2003).Play and pedagogy in early childhood: Bending the rules. Sydney: Australia
Fleer, M., Tonyan, H.H., Mantilla, A.C & Rivalland, C.M.P. (2009). Play and learning in Australia. Springer
Fleer, M. (2008). Play and learning in early childhood settings. Springer
Forbes, R. (2004).Beginning to play. Maidenhead, Berkshire: Open University Press.
Spodek, B. & Saracho, O.N. (1998). Multiple perspectives on play in early childhood education. SUNY Press.
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