From the research "The Importance Of Play For Children’s Development" it is clear that playing and socializing with other children at a tender age plays a huge role in the development of a child both mentally and emotionally. The writer of the essay gives strong evidence about it…
The brain development of a child is significantly influenced by the physical exercises the child has and the genetics though many studies do not collaborate this finding. The architecture of a brain of a child depends on different interactions in life and play is a significant factor that every researcher agrees to in reference to its development (Small, 1999). There have been several debates on what exactly contributes to the shaping of a child’s brain whether it’s the genetics only or by experience or they both contribute. Many kinds of research show that both the genetics of a child and experience mainly from play contribute to the development of a child’s brain putting to rest the debate on what really plays the important factors in the brains growth.
The child’s early experiences and most have their experiences benchmarked on their plays; have an emotional impact on their brain development whether they were nurtured positively or negatively. The experiences act as the building blocks in the child’s brain meaning that the play a role in determining the brain architecture of the child in reference to their behavioral activities in their future life, their learning approaches and more their well being (Arnold, 2014). Most scientists argue that children must be brought under the right and positive experiences in their tender age to enable their brains architecture to develop for a future better life that is less stressful, more efficient and less expensive to deal with interacting with other people. ...
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Through such engagement a child develops his/her language, social skills, and problem solving abilities. Children’s play has been documented throughout the literature and is much evident across various cultures. Engagement in play has always been the defining feature of childhood and no one particular definition of the term exists that can encompass its broad meaning.
According to the paper the role of play in the fostering of the social, intellectual, psychological and physical development of children cannot be overstated and this is supported by evidence from extensive research by various bodies and individual. The educational community in Europe has increasingly taken cognizance of the need for quality pedagogy in early childhood education.
Probably that is why each perspective that once claimed to reveal the determinants of human development was subsequently found to have serious limitations and replaced by other theories, which in their turn proved limited too.
The origins of behaviourist perspective - a major theory successfully applied to explain human development - can be traced back to John Watson (1878 - 1958) whom was the first to formulate the principles of modern behaviourism.
It is at 3-7 years of life that their activities are organised as play as a sensory experience. Want and Harris (2002) state that young children learn only what actions to perform via observation and they simply imitate or mimic. Children do not perform observed actions because these are effective (emulation).
The development of child in the intimacy of outdoor environment adds to him/her many positive personality ingredients including self-esteem, confidence, and a feeling of being independent. The presence and preservance of these personality virtues is essential for the development of the child. Outdoor games, sports and other physical activities form the foundation for almost all of these learnings.
Given the difficulties associated with the monitoring of children’s early emotional development, it can be ruled out that the extent of emotional regulation can only be achieved through the development of
2), play not only improves children’s physical and mental health but increase their problem solving skills as well as making them more independent and creative. Notwithstanding that, parents and educators categorize play and learning as opposites, the underlying assumption is
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