Social Story - Playing Kick-ball
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This story-based intervention was developed for a 6-year-old boy who loves kicking balls and playing with other children during recess. The intervention utilizes the boy's interest in kickball to build a story about playing the game at recess, showing him the setting of where the game is played, examples of what he knows how to do like kicking the ball, and the steps of playing the game before ending his turn and waiting for his next one.
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Running head ROLE OF GAMES IN PRESCHOOL EDUCATION .docx
Running head: ROLE OF GAMES IN PRESCHOOL EDUCATION
ROLE OF GAMES IN PRESCHOOL EDUCATION
Role of games in preschool education
Name
Institution
Course
TABLE OF CONTENTS
PAGE
1.0 Introduction………………………………………………………………………………...3
2.0 General background………………………………………………………………………...3
2.1 Importance of games in preschool education……………………………………....3
2.2 Aims of the research………………………………………………………………..5
2.3 Thesis statement……………………………………………………………………5
3.0 Literature review…………………………………………………………………………....5
3.1 Discussion of the literature review…………………………………………………10
4.0 Fieldwork…………………………………………………………………………………..10
4.1 Methodology used in fieldwork………....................................................................10
4.2 Research findings…………………………………………………………………..10
4.2.1 Parents…………………………………………………………………….11
4.2.2 Preschool teachers………………………………………………………...11
4.2.3 Research organizations……………………………………………………11
4.3 Discussion of the research findings…………………………………………………12
5.0 Conclusion…………………………………………………………………………………..12
References………………………………………………………………………………………13
1.0Introduction
This paper sets to present the positive role of games and child play in preschool education. Early childhood is an elemental and crucial stage in a child`s life with regards to the child`s intellectual development, physical growth and social development. Notably, this period lasts for about six years into childhood. . This stage entails the growth of a child`s mental and physical capabilities. Therefore, at this stage, a child is in dire need of high quality care and learning processes. Hence, this crucial responsibility calls for preschool education. Preschool education is influential in the development of the imaginational capabilities of a child before attaining the edge of formal education. In preschool education, a child is provided with unlimited scenarios, space, props and the necessary support and guidance. This process is better aided through child play and games. Child play and games provide practical learning approaches hence aiding in the intellectual development of the child. Moreover, the games provide a fun experience and social fulfillment when they interact with other children (Squire and Jenkins, 2003). Therefore, child play and games impacts positively on a child`s social and creativity building a process nurtured by preschool education. Thus, games and child play are crucial components in preschool education.
This project research presents the research findings and report in three sections.
2.0 General background
By nature children are playful and their earliest explorations and learning experiences through senses are achieved by various games and child plays. These game experiences are achieved by themselves and then by their interactions with other children which promotes the learning experience and process. Thus when a child lear.
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Lu
importance of-play
Play is important for children's social and cognitive development. It can improve social skills, problem solving, friendships and self-esteem. There are different types of play such as functional play, constructive play, pretend or symbolic play, and games with rules. Pretend play peaks around age 5 and then declines as games with rules become more common. Play allows children to learn social skills like cooperation, consider other perspectives, and develop emotionally. Both childhood and adolescent play correlate with benefits like social competence and positive mental health.
Early ChildhoodThe Social Worldchapter sixInvitation to t
Early Childhood:
The Social World
chapter six
Invitation to the Life Span
Kathleen Stassen Berger | Fourth edition
1
Emotional Development (part 1)
Emotional regulation (effortful control)
Ability to control when and how emotions are expressed
Preeminent psychological task between 2 and 6 years of age
Self-concept developed within this process
Emotional regulation influences
Maturation
Learning
Family and culture
Effortful control, executive function, and emotional regulation are similar constructs, with much overlap, at least in theory ( Scherbaum et al., 2018 ; Slot et al., 2017 ). Executive function
emphasizes cognition; effortful control emphasizes temperament; both undergird emotional regulation. Many neurological processes underlie these abilities; all advance during early childhood.
2
Emotional Development (part 2)
Initiative versus guilt
Erikson's third psychosocial crisis
Children undertake new skills and activities and feel guilty when they do not succeed at them.
Protective optimism encourages trying new things.
Optimistic self-concept protects young children from guilt and shame and encourages learning.
Emotional Development (part 3)
Pride
includes gender, size, and heritage (U.S.)
Involves cognition that supports understanding of group categories
Prejudice
Often involves feelings of superiority to children of other sex, nationality, or religion
Proud Peruvian In rural Peru, a program of early education (Pronoei) encourages community involvement and traditional culture. Preschoolers, like this girl in a holiday parade, are proud to be themselves, and that helps them become healthy and strong.
4
Emotional Development (part 4)
Brain maturation
Neurological advances
Growth of prefrontal cortex at about age 4 or 5
Myelination of the limbic system
Improved behaviors and abilities
Longer attention span
Improved capacity for self-control
Emotional regulation and cognitive maturation develop together, each enabling the other to advance
5
Emotional Development (part 5)
Emotional regulation and cognitive maturation develop together, each enabling the other to advance.
Maturation matters
Learning matters
Culture matters
6
Emotional Development (part 6)
Motivation propels action and is derived from personal or social context.
Intrinsic motivation
Drive, or reason to pursue a goal
Comes from inside a person
Apparent in intrinsic joy, invented dialogues, and imaginary friends
Extrinsic motivation
Drive, or reason to pursue a goal
Arises from the need to have achievements rewarded from outside
7
Emotional Development (part 7)
Praise
Distinction between extrinsic and intrinsic motivation is crucial in understanding how and when to praise something the child has done.
Effectiveness of praise tied to:
Praise of particular production and not general trait
Specific praise for effort and not generalized statement
The distinction between extrinsic and intrinsic motivation may be crucial in understanding how and ...
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Unit 7 pp supporting childrens play in early years
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Engaging Kids in Learning: game based learning and gamification in education
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Running head ROLE OF GAMES IN PRESCHOOL EDUCATION .docx
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2 Big Outdoor games Project "Let's share our games!"
2 Big Outdoor games Project "Let's share our games!"
Ages & stages of 3 4 year old social development rev2
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Social Story - Playing Kick-ball
- 1. Playing Kick-Ball Story Based Intervention Developed for a happy and very social 6-year-old kindergarten boy 1
- 2. Story development Utilizing student interest to build a foundation. Utilizing student interest to build a foundation. E is loves to kick the ball and would like to play with other children at recess. 2
- 3. Setting Building on student interest at school during recess Building on student interest at school during recess Taking a picture of the setting – visually integrating the setting within the story to generate connections to where this game is played. 3
- 4. What to do Showing examples of what he is able to do Showing examples of what he is able to do
- 5. How will I… making connections to what he knows how to do making connections to what he knows how to do
- 6. Playing the game The steps related to kicking the ball and where to go The steps related to kicking the ball and where to go
- 7. Closing Ending protocol to the game, to wait for his next turn. Ending protocol to the game, to wait for his next turn.