Discussion

Play is considered a learning practice for the children as a part of their early education through which they can learn. There are different views regarding the fact where the children play and the denigration of the role played, that is in favor or the teacher structured when the consequence for pedagogical approach, it is the curriculum activity that shows appropriateness of playing when viewed from educational perspective. This has been viewed from studies that have been conducted over the years. Studies have investigated from the perspective of children and how they view their role when playing and performing everyday activities. This states that when teachers and children together take part in an activity, then the teacher understands what the child is doing by reading the body language and the words that the child uses while playing. The act of playing not only makes the child engage in a certain activity but also creates a sense of vulnerability as the child’s focus is completely on the activity that he or she is doing (Johnson, 2015). In the early years, children describe play as an activity that would involve high participation of doing an activity that involves peers and ideas of its own. This study brings forth the information of what play is considered as a role-playing activity from the perspective of adults.

Play is a concept that is known universally and by all. This does not require any prior knowledge on how to do it. Even towards animals, they perform the same activity across different cultures and races. To young children, this is recognized as an activity that would extend over the time of early childhood to the stage of adulthood. The study of play from an educational perspective has been viewed from the teacher’s eyes. The advantages involve stimulating the development of the child in areas related to cognition, development of the child related to social perspectives and interpersonal development (Cadima et al., 2015). Recent studies show more of a pedagogical method in the role of the teacher towards play and activities that would constitute the appropriateness of play as a process of understanding new things. There are views that are held parallel with one another which involves both the confirming the place where the child plays in his childhood years, and the denigration of the role in favor of the activities. Sometimes the teachers face problems when they deal with the complex social aspects of the children when they are playing within the school. This is related to the documents and constraints about their intent pedagogically. Timetable paying within a school is subjected to regulation to the fact of regulating these activities by the environment where the child plays (Cabell et al., 2015). Another subject is the selection of the resources available for playing is the intervention of an adult that would makes a discarding when in favor of the act. Time along with space is required for playing and advancement in knowledge and availability of safety. The use of digital technology and restriction due to the fact that the perspective of play can change later on, understanding the child’s view on the subject like playing and learning usually increase in research and contexts.

Children’s Perspectives on Play

According to the Convention on the Rights of the Child (UNCRC), they have stated that it is important to influence the right to speak and share their thought on everyday matter. It means to increase their involvement on daily matters more (Wood, 2014). From a cognitive point of view, the more a child learns, the faster he or she grows. Their contribution towards this topic recognizes their potential in promoting their views in speaking about which are important and this research would therefore draw a new sociological explanation towards childhood. The paradigm or the concept states that it influences the social aspects and their opinions should be heard. It should also be understood that the children and their families are usually consumers so they have the right to state or influence as they represent the early childhood setting.
Although they do not share any kind of dominant perspective towards the concept but children normally forms high view about play. It is stated that children aged between 3-16 value relations and their concept of playing outdoors and interacting with objects. Children ranging between this age also loves to interact with animals if they are not scared of them. Their key idea is to explore the world around them and be curious. This study shows consensus of the fact on how children enjoy an activity (Golombok et al., 2014). This concept of freedom is the casualness that due to the lack of adult involvement would constitute from a child’s perspective. Some children share completely different views when they are compared to an adult. There is also instance when the adult does not understand that the child says. In the vast mind of the child, he or she does not think what others would think. This is like a state of imagination where sometimes the children creates a fantasy world around them and explores it (Yoder, 2014). Some children gets too aware about the presence of an adult when they are playing and might not be able to focus on their activity, while others get so involved and focused that they do not look elsewhere and do not care what others think.

From the contemporary perspective, play would involve psychoanalytic that would allow children to get rid of the negative emotions and substitute them with positive ones. Children are also able to express their feelings and meta communicative aspects such as hope, will, love, competence, wisdom and care, which are the key stages of a developmental phase (Anders & Rossbach, 2015). However from the traditional approach would be more of surplusing energy and the concept of becoming free from the rules of the parents or the teachers, then there is also relaxation where the child lets go of the thoughts of what can happen if they do this or that. This can also be stated that play is a method of pre-exercise that would be a key skill to survive, for example children or even animals when they are small normally have a playful behavior that is essentially the skill that helps them to survive.

The Benefits of Play for Children’s Development

When looking at this from a cultural approach, it invites an idea of the cultural basis. There are instances when this explores and develops the idea by the way play is understood. As Vygotsky underlines it, this observation is not only made in connection to the children’s idea in a concrete state (Lin & Bratton, 2015). From historical or classical standpoint, this states that children learns to make meanings in relation to the communities that would draw practice through interactions through others. Even if it is looked a couple of hundred years back., there was not too much of a difference in the concept of play however with time and advancement of technology and science, there has been better methods to make the best of development of children.

Outdoor development of play in a child provides different opportunities and makes the best out of the constant changing environment. Due to the possibility of expressing freedom and boisterous movement and direct contact with nature, this benefits the children with many factors. One of the most important being the exposure to sunlight, also this involves natural elements and air (Tandon et al., 2015). When the child is physically active from an early age there are high chances of the child being able to grow and develop faster. Also playing outside form an early age reduced the chance of getting obese when the child is older. With a growing culture of fear and the state of mind where accidents can happen, this would lead to bringing the child inside. However when looking at indoor development of play usually means that the child is always within the view of the parents and are safe (Roskos, 2017). However due to indoor activities, the child does not get the proper exposure to natural element and even proper social interactions that night make the child socially awkward. However as per recent studies show, the playing activity of children have decreased due to advancement of technology with the introduction of television or computer which has made people to stay indoors. Also when the parents are working for long hours, the involvement in proper interactions with the children has also decreased.

In Australia, the children have proper access for development when looked at social, emotional and cognitive development. The schools are highly depended on technology and through which they teach the children on how to perceive play as an instrument to achieve benefits like mental and physical development (Lynch, 2015). The teachers are very interactive with the students and there are separate classes that are solely for playing games and getting then to interact. Education is very important for a child, however the act of play is equally important as is the base that actually builds the character. By exercising cautious and simple gaze, children are able to express themselves more freely. Adults on the other hand, when they are too careful do not tarnish the children’s space for playing and through creating programmed, that would segregate the children and their idea of playing (Yoshikawa et al., 2015). Children should always be given the opportunity to explore themselves, and when they are left of their own, they develop a sense of culture and which later turns into wisdom. The teacher is the one who would actually monitor this and he or she should be completely knowable on how to handle a child. As the key role of the teacher is with the academic success of the students, however it is equally important to share a bond with them (Mills & Crowley, 2014). When the child is playing in the school premises the teacher keeps a watch over them and observes them carefully. Teachers and even the parents have various roles towards the learning of the children. This in doing so creates a role of guidance that would make the children understand that what actually the importance of play is. When the teacher is open to discussion with children and ask interactive questions like what they want to do when they grow up or what did they do today, the child goes on expressing their inner thought without thinking what the teacher meant by that. This also helps when there are more than one child in the classroom as when one of them is not sure what they should answer, they understand the answer from their classmates (Meany-Walen, Bratton, & Kottman, 2014). For example, if a child is asked “What is the name of our school?” and if he or she does not know the answer to it, they would learn it from their classmate when they answer the correct question. The teacher usually uses the other children as examples for the one who actually have problems understanding what is going on. 

The Cultural Basis of Play

Conclusion

Therefore from the above discussion it can be concluded that play is a vital part of a child when he or she is growing up. This would raise questions that can or cannot be taken for granted. The involvement of the teacher in extra-curricular activities would create opportunities to consider children’s view when reflecting the complexities of playing and learning at the same time. This is a rich and complex interplay that makes opportunities to consider while it is reflecting the complexities of play and learning within the current curriculum or landscape, which is the foundation in which the child grows up. When there are opportunities that would reflect the implications for the field of early childhood education. By using examples, that is the best method to make a child understand. When a child plays, they should know the environment very well and should also know their capabilities. The teacher would actually act like a guide who would prevent them if they were to attempt anything which is unsafe. Despite the fact the children need their space, however as they lack to capability to think it is best to watch over them when they go and play on their own. 

References

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