Coupled with healthy eating - daily physical activity and play both contribute to the successful development of children's minds and bodies.
Creating
an environment where children can learn and play at the same time stimulates
the mind when it is most receptive and open to new experiences and relationships. (Ontario Full
Day Early Learning Kindergarten Program 2010).
“In play, children represent and transform the world around them, providing other children and adults with a window into their thoughts and perceptions" (BC Early Learning Framework 2008).
Play expands intelligence and stimulates the imagination. Below is a video of an example of how teachers can use play in schools. Kindergarten classrooms in Ontario are always set up as play-based learning environments, which aim to teach children investigation, questioning and inquiry skills.
“In play, children represent and transform the world around them, providing other children and adults with a window into their thoughts and perceptions" (BC Early Learning Framework 2008).
Play expands intelligence and stimulates the imagination. Below is a video of an example of how teachers can use play in schools. Kindergarten classrooms in Ontario are always set up as play-based learning environments, which aim to teach children investigation, questioning and inquiry skills.
Play also helps children develop their fine and gross motor skills.
Fine Motor skills include:
Gross Motor skills include:
- handwriting
- drawing
- using a fork and knife
Gross Motor skills include:
- running
- jumping
- catching or throwing a ball
- buttoning clothes or getting dressed
Activity and play have an influence on how much a child's fine and gross motor skills are developing. Activities such as team sports
impact a child’s physiological and hormonal changes, and therefore their
progression through physical development (Auger and Rich 37).
A study done by child psychologists, Schoemaker and Kalverboer in 2004, showed that children with poor gross motor skills were anxious when playing with other children during recess due to a lack of confidence in their ability (Piek, Baynam and Barrett 66).
A study done by child psychologists, Schoemaker and Kalverboer in 2004, showed that children with poor gross motor skills were anxious when playing with other children during recess due to a lack of confidence in their ability (Piek, Baynam and Barrett 66).
With this in mind, as caregivers and teachers, we need to make time for play and the free-flowing of imagination so each child can feel comfortable in their own skin.
We also need to encourage each child individually because every child has the right to play!
We also need to encourage each child individually because every child has the right to play!
Work Cited:
Auger, W., and S. Rich. Curriculum Theory and Methods. Canada: Wiley, 2009. 32-40.
CMEC. "Statement on Play-Based Learning." 2012: Web.
Piek, Jan P., Grant B. Baynam, and Nicholas C. Barrett. "Relationship between Fine and Gross Motor Ability, Self-perceptions and Self-worth in Children and Adolescents." Human Movement Science 25 (2006): 65-75. Www.sciencedirect.com. Web.
Auger, W., and S. Rich. Curriculum Theory and Methods. Canada: Wiley, 2009. 32-40.
CMEC. "Statement on Play-Based Learning." 2012: Web.
Piek, Jan P., Grant B. Baynam, and Nicholas C. Barrett. "Relationship between Fine and Gross Motor Ability, Self-perceptions and Self-worth in Children and Adolescents." Human Movement Science 25 (2006): 65-75. Www.sciencedirect.com. Web.