We are residing in a highly pressurised and competitive world. There are more people chasing fewer jobs and to compete and survive nowadays our children need to be as highly educated as possible. This has led parents to pressurise play-schools and nursery schools to start teaching children reading, writing and arithmetic in the hope that they will much better well prepared for formal schooling when they enter grade 1.
Cutting play time to spend more time and effort on formal learning is like saying to your builder that you want him to forgo the foundations but spend more time, money and effort in creating a beautiful, tall, sleek building. The first high winds or earth tremor will move the building to the floor. Play is a infant'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 the lecture.
Lev Vygotsky was very well known 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 mind taller than himself. Because 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 or she is saying here is that in play, a child uses and procedures his skills, stretching himself into the next developing stage.
Which skills does play develop?
Gross motor: This is the apparent area. Folks see children running and climbing and can evidently see that they are building their muscle strength, dexterity and balance. Parents want their children to quickly move from carrying this out in free play to taking part in organised sports. While organised sport is good for children, if the child's gross motor activity becomes too regulated too soon, he is going to specialise in some movements (those specific to his sports) and skip out on the development of others (such as climbing trees). The more diverse a child's physical play can be, the more chance they have of developing his muscles and overall coordination in a balanced way. He is not as likely to develop early tight tendons ( I see many children with tight muscles in the back of the knees) and less more likely to develop poor 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 hand and thumb strength and stability results in a child developing an ineffective pencil grip. When a child has weak thumb stabilisers, he is likely to wrap his thumb around his index finger to try to create higher stability. This makes it very difficult for him to then develop the necessary finger isolation (separate movement of the fingers to give easy, dextrous pencil control). Children who may have not yet developed their arm stability will try to use whole-arm movements to do their drawings and writing and will press very hard. If a child has not developed the bilateral integration (this happens in the brain and is the smooth, efficient communication of the right side of the brain with the left) slicing will be difficult and he will have difficulty writing across his web page and reading across a page or school table. Beginning to use a pencil too soon therefore inhibits learning in a formal class setting, instead than helping it.
Exactly how can we develop all of these fine motor foundations? Rising ropes and trees and swinging from "monkey bars" builds core strength, shoulder girdle strength, wrist and hand strength and bilateral integration. A child who is encouraged to research with clay, tearing papers, finger-painting and painting with different sized sponges is practicing his fine motor skills and preparing his palms to cope well with a pencil.
Sensory The use: Children who have an chance to get diverse media and in various sensory configurations are better able to develop their sensory systems. Allowing a child to spend amount of time in the sensory environments he or she finds most comfortable, offers him the inner power to cope with those he finds more challenging and then steadily build his sensory system to be able to cope with them.
Visual perceptual skills: Visual perception develops by way of a child's interaction with his environment.Get more information about kids development then you can always consider как развивать ребенка. When a child stretches his arm to reach a high part, or climbs through a tunnel in an barrier course, he is developing his spatial perception. Shape perception is produced by a child grasping and manipulating many different objects in play. When he cannot find the toy he wants and has to search for it in his toy-box, he is developing figure-ground perception.
Verbal skills and Terminology: Children playing are constantly talking, either with by themselves, explaining the aspects of the imaginary situation, or with another children involved. Researchers have discovered that less verbal children speak more during imaginary play. Inside imaginary play, children are therefore experimenting with and developing their language and communication skills.
Cutting play time to spend more time and effort on formal learning is like saying to your builder that you want him to forgo the foundations but spend more time, money and effort in creating a beautiful, tall, sleek building. The first high winds or earth tremor will move the building to the floor. Play is a infant'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 the lecture.
Lev Vygotsky was very well known 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 mind taller than himself. Because 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 or she is saying here is that in play, a child uses and procedures his skills, stretching himself into the next developing stage.
Which skills does play develop?
Gross motor: This is the apparent area. Folks see children running and climbing and can evidently see that they are building their muscle strength, dexterity and balance. Parents want their children to quickly move from carrying this out in free play to taking part in organised sports. While organised sport is good for children, if the child's gross motor activity becomes too regulated too soon, he is going to specialise in some movements (those specific to his sports) and skip out on the development of others (such as climbing trees). The more diverse a child's physical play can be, the more chance they have of developing his muscles and overall coordination in a balanced way. He is not as likely to develop early tight tendons ( I see many children with tight muscles in the back of the knees) and less more likely to develop poor 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 hand and thumb strength and stability results in a child developing an ineffective pencil grip. When a child has weak thumb stabilisers, he is likely to wrap his thumb around his index finger to try to create higher stability. This makes it very difficult for him to then develop the necessary finger isolation (separate movement of the fingers to give easy, dextrous pencil control). Children who may have not yet developed their arm stability will try to use whole-arm movements to do their drawings and writing and will press very hard. If a child has not developed the bilateral integration (this happens in the brain and is the smooth, efficient communication of the right side of the brain with the left) slicing will be difficult and he will have difficulty writing across his web page and reading across a page or school table. Beginning to use a pencil too soon therefore inhibits learning in a formal class setting, instead than helping it.
Exactly how can we develop all of these fine motor foundations? Rising ropes and trees and swinging from "monkey bars" builds core strength, shoulder girdle strength, wrist and hand strength and bilateral integration. A child who is encouraged to research with clay, tearing papers, finger-painting and painting with different sized sponges is practicing his fine motor skills and preparing his palms to cope well with a pencil.
Sensory The use: Children who have an chance to get diverse media and in various sensory configurations are better able to develop their sensory systems. Allowing a child to spend amount of time in the sensory environments he or she finds most comfortable, offers him the inner power to cope with those he finds more challenging and then steadily build his sensory system to be able to cope with them.
Visual perceptual skills: Visual perception develops by way of a child's interaction with his environment.Get more information about kids development then you can always consider как развивать ребенка. When a child stretches his arm to reach a high part, or climbs through a tunnel in an barrier course, he is developing his spatial perception. Shape perception is produced by a child grasping and manipulating many different objects in play. When he cannot find the toy he wants and has to search for it in his toy-box, he is developing figure-ground perception.
Verbal skills and Terminology: Children playing are constantly talking, either with by themselves, explaining the aspects of the imaginary situation, or with another children involved. Researchers have discovered that less verbal children speak more during imaginary play. Inside imaginary play, children are therefore experimenting with and developing their language and communication skills.
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