Cutting play time to pay more time and hard work on formal learning is like saying to your builder that you want him to forgo the foundations but spend more time, money and work in creating a beautiful, tall, sleek building. The first high winds or earth tremor will shake the building to the floor. Play is a child's learning foundation. Play is not simply a way of spending time, nor is it even only a way of expending excess energy so that the child can sit still and listen in class.
Lev Vygotsky was famous and well-regarded for his work in researching how children learn and the best methods to ensure that real learning actually happens. This individual said that "in play it is as though he [the child] were a head taller than himself. Since in the focus of any magnifying glass, play consists of all developmental tendencies in a condensed form; in play it is as though the child were trying to jump over a level of his normal behaviour. " What he is saying here is that in play, a child uses and methods his skills, stretching themself into the next developing stage.
Which skills will play develop?
Gross engine: This is the evident area. People see children running and climbing and can plainly see that they are developing their muscle strength, skill and balance. Parents want their children to quickly move from carrying this out in free play to engaging in organised sports. Whilst organised sport is good for children, if the child's gross motor activity becomes too regulated too soon, he is heading to specialise in some movements (those specific to his sports) and overlook out on the development of others (such as climbing trees). The more diverse a child's physical play can be, the more chance he's of developing his muscles and overall coordination in a balanced way. He is less likely to develop early tight muscles ( I see many children with tight muscles behind the knees) and less likely to develop fragile core muscles (we are seeing more and more young kids walking around with poor posture due to weak core muscles).
Good motor: Beginning to learn to use a pencil before you have developed finger and thumb strength and stability results in a child developing an bad pencil grip. When a child has weak thumb stabilisers, he is likely to wrap his thumb around his index finger to try to create better stability. This makes it extremely tough for him to then develop the necessary finger isolation (separate movement of the fingers to give easy, dextrous pad control). Children who may have not yet developed their hand stability will try to use whole-arm movements to do their drawings and writing and may press very hard. If a child has not developed the bilateral integration (this happens in the brain and is the smooth, successful communication of the right side of the brain with the left) slicing will be difficult and he will have difficulty writing across his webpage and reading across a page or school panel. Beginning to use a pencil too soon therefore inhibits learning in a formal class setting, instead than helping it.
Just how can we develop all these fine motor foundations? Hiking ropes and trees and swinging from "monkey bars" builds core strength, make girdle strength, wrist and hand strength and zwei staaten betreffend integration. A child who is encouraged to test with clay, tearing papers, finger-painting and painting with different sized sponges is practicing his fine motor skills and preparing his hands to cope well with a pencil.
Sensory Incorporation: Children who have an possibility to play with diverse media and in various sensory options are better suited develop their sensory systems. Allowing a child to spend amount of time in the sensory environments this individual finds most comfortable, offers him the inner strength to cope with those he finds more challenging and then steadily build his sensory system to be able to deal with them.
Visual perceptual skills: Visual perception develops through a child's interaction with his environment. Get more information about kids development then you can always consider entertainment for kids.When a child stretches his arm to reach a high branch, or climbs through a tunnel in an hurdle course, he could be developing his spatial perception. Shape belief is manufactured by a child grasping and manipulating many different objects in play. When he cannot find the toy he desires and has to look for it in his toy-box, he or she is developing figure-ground perception.
Verbal skills and Terminology: Children playing are constantly talking, either with on their own, explaining the aspects of the imaginary situation, or with the other children engaged. Researchers have found that less verbal children speak more during imaginary play. Within imaginary play, children are therefore experimenting with and developing their language and communication skills.