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Benefits of Learning Through Play

Play is an essential part of any child's development, and can affect their development in several ways, there is a collection of ideas that were developed to look at the value of play in nurturing a child's development, this is named the 'play Cycle'. It includes the following levels.

  • Metalude-This is whenever a child chooses the experience or toy that the want to learn with.
  • Play Cue-This can be an manifestation or a physical action which a kid might do to show other children that they would like those to come over and become involved. For example, a child may have a toy car and pretend to mimic a crash audio to the other child which would then tempt those to involve themselves in the automobile game.
  • Play return- This is whenever a child or adult has accepted the demand to experiment with and then makes the decision to whether they want to entail themselves or not.
  • Play Flow-this is whenever a child gets very involved in an activity or activity, this usually starts off from the play cue.
  • Annihilation-This Is where a child makes your choice to avoid what activity or play they may be doing, reasons being boredom from repetition or if the game has ended.

Play make a difference all aspects of a child s development, below I have listed the different areas.

  • Physical development- Physical development through play for young children consists of play which boost gross and fine motor skills, for example threading string through small slots requires attentiveness and fine motor skills. Activities affecting running, jumping, riding a bike requires gross engine skills. They are really good for a kid and need to be encouraged from a age as they will be needed for them to take part in activities such as sports activities day. Children should also be encouraged to realise the importance of healthy eating alongside physical exercise.
  • Emotional development-Play which involves emotional development is extremely important for young children and needs to be included during college activities. This type of play is beneficial to all children of all ages but also helps encourage children who think it is hard expressing there emotions, a means in which this is used for example children can use dolls or teddies to learn out a predicament, decorate and role play can be utilized also. That is good to construct self esteem and self confidence to then assist in other incidents in school.
  • Intellectual development- This sort of play doesn't invariably mean that a child has to put pen to paper, many play activities can be creative and fun that will advantage a kid intellectually, for example several children could be doing rubbish modelling and they would then discuss which materials would suit each part of the model and what colour paints to make use of to then match up to the rest of the categories designs.
  • Social development-Play is essential to make sure that children develop good public skills with there school friends, educators and other adults. This is a life skill that needs to be encouraged from an early age to then have them ready forever in a school environment. Activities that will help build-up child's sociable skills can entail for example a group of year 2 children creating a classroom talk about who is within family, the other children may then discuss differences and similaritys, for example child A may say "I've a sibling" child B may respond "I don't possess a brother I have two sisters" obviously this kind of discussion must be approached in a sensitive manner as some children have different family set-ups for example child a might not exactly have a daddy like child b which could then spark off another type of conversation.

Creating play spots is key to a child's education and development. These play spaces will let children explore all attributes of there development. Research was manufactured in 2008 by OFSTED to look into learning outside and inside the classroom. This investigation discovered that 'when prepared and executed well, learning outside the classroom contributed significantly to increasing standards and improving pupils personal, cultural and emotional development'. Taken from http://www. ofsted. gov. uk/resources/learning-outside-classroom

When setting up a play space inside a school setting it is important to first introduction a small discourse with the children to discover what they would and wouldn't like in a play space, permitting the children try planning and building a play space will emphasise there interest, and also develop self-confidence, this can be done by getting the kids to pull simple plans about how they would enjoy it too look, what items they wish to include and colours. Also getting the kids to make a visual style of how they would like it look by using rubbish materials, footwear boxes, plastic containers, cereal containers etc. Following the children have designed there programs the teaching personnel could let each child vote for which one they like and then the winning child(ren) could be taken to another play spaces in various schools.

its important to involve children in the group debate of creating a play space to encourage self-confidence and self-confidence, it also instructs them that by taking charge of the project that there is hard work included that may then suggest to them that they need to value all the play equipment. It's important to assure that children are involved in the consultation process, regardless of age, gender, ethnicity and impairment. Also ensuring the play equipment is suitable for any children with physical disabilities.

Its important that being a teaching assistant you support all play sessions, there are two main varieties which are

  • Structure
  • Process

Structural support is to make certain that the class is set up properly for children to handle play safely. To assure this, messy, loud and tranquil play needs to be separate. Each young one must know that help comes in each play area.

Play spaces need to be set up to be attractive to the attention to encourage children to take part, some children need this encouragement for something to stand out as they think it is hard to choose between different play activities. Good organisation is also key to assure a steady circulation to each play activity, the coaching assistant will need to make the area layout is set out appropriately for the children involved at that time and any specific needs,

Process support is what the teaching assistant may have to give to pupils when they get excited about a play activity. Coaching assistants need to ensure all play activities contain the right materials as this will enable the pupils to engage in the duties at hand and figure out how to become proactive within approach when learning.

There may be children in the class that require extra support with activities anticipated to certain disabilities or conditions, for example there could be a child with adhd who needs someone to one discussion with certain activities and encouragement to get involved in the play space. It is important to make sure as a coaching assistant you don't dominate the play activity and just assist, for example if a child is struggling to employ a ruler to do a straight line the teaching associate shouldn't undertake it for these people instead get a ruler yourself and show the child on another piece of newspaper how to hold it etc, this will then build the child's assurance and they will feel like they have got achieved something new that they couldn't do before and learnt a new skill.

Various legislations have to be followed when making a play space. That is to be sure all children are safe and protected when using play equipment, it is paramount these are always adhered too as the children's security is vital. The Impairment Discrimination Work 1995 is devote to place to ensure all children have admittance to the same equipment, services etc concerning those children without a disability When making play space for children it's important to arrange for children with disabilities, there advisability must not be made apparent, facilities should be included that can energize children in more ways than one for example if a kid has a physical disability alternative activities should be organized so they are able to use there other senses, like a 'texture table' where they can touch items and guess what they are. In case a play space is already arranged, it is important these are prepared suitably for a kid with a impairment, for example if a child is wheel couch user there has to be adequate space for them to manoeuvre around but also to think about the needs of the other children with out a impairment. Its important to make every child feel valued and equal within the environment. This also goes for outdoor play areas.

According to wicksteed playscapes:

'RoSPA's publication "playgrounds for children with special needs" state governments:Like or similar play activities should be accessible to all or any site users;i. e. If there are slides, rockers and roundabouts in a play area, then all users can have sliding, rocking and rotating experiences, even if some users cannot access all play items or features. '

Author-wicksteed playscapes

http://www. wicksteed. co. uk/legislation. html

page 2

Risk assessments are essential when a play space has been created. Risk is hard to foresee but Play Britain have defined it by saying:

'Providers need to choose for themselves what degree of risk is suitable in their provision, because the sort and style of provision must be attentive to local circumstances. This is one reason industry standards, which dont actually have a one size fits all format, have to be interpreted within the neighborhood context. This allows providers to add equipment or play opportunities that some more troubled parents might object to. However, simply reflecting the concerns of the very most restless parents, and changing playground design so that they can remove the maximum amount of risk and challenge as possible, prevents providers from offering important advantages to the vast majority of children and young people. It could also lead more ambitious children to get physical difficulties in other, less well-managed surroundings, which others settle for sedentary activities'

Authors-S. Lester, Dr O. Jones, W. Russell

url-www. wiltshire. gov. uk/supporting-school-improvement-through-play. pdf

Another two legislations that needs to be adhered too is stated below

Occupiers liability Action 1957 and 1984

'An occupier of premises owes the same duty, the "common obligation of care", to all his visitors, except in so far as he is absolve to and will extend, restrict, modify or exclude his responsibility to any visitor or tourists by arrangement or otherwise'

Url-www. legislation. gov. uk/ukpga/Eliz2/5-6/31/section/2

EN1176 Playground Equipment Standard

The royal Society for preventing Incidents (RoSPA) shows information on security for play earth equipment, there are seven different areas protected in the legislation which can be stated below

  • Safety in general
  • Different ensure that you basic safety requirements for swings
  • Slide safeness requirements
  • Runaway basic safety and test methods
  • Roundabout protection and test methods
  • Rocking equipment safety and test methods
  • Installation, maintenance, inspection and operation

Everything defined in this product concentrates how play can affect a child's development, physically, emotionally, intellectually and socially and that it's vital for children to really have the creation of play spaces. This device also describes how sometimes a coaching assistant needs to intervene during a play session to establish smooth flow of play and also to take note.

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