Play and Childrens development - Research Paper Example

Play and Children’s development Introduction Play is normally considered to be an act of involving in something that is not real. Play is thought to be a ritualized behavior that permits a performance. Play is normally characterized by factors such as; jokes, flirtatious smiles, or wise cracks. Play can normally involve a change in mood, an eruption of liberty or it may involve activities. Play can normally be free, or in some instances it may be rule bound. It is evident that during play, both the audience and the players normally enjoy being involved in the act of play. Play is a lifelong activity that both animals and human beings engage in. Amongst humans, it is evident that there can be adult play and child play. The factors that distinguish the play these two groups engage in include; the amount of time spent in playing. It is also evident that children normally engage in exploratory play while the adults tend to engage in rule bound play. Research reveals that adult play and child play normally involve learning, exploration, risks, and a total involvement of the participants in the act. It is evident that play normally involves a lot of creativity, and it normally results to the incorporation of illusions, lies and deceit. Games are also considered to be a category of play; however, it is evident that the games normally involve the creation of solid boundaries for the players (Berne, 49). This paper will examine play and children’s development. Play is normally considered essential in the development of a child because it enhances the physical, the cognitive, the social and the emotional wellbeing of the child. Research suggests that there are a number of factors that have normally led to reduction in play amongst children. Some of these factors include; changes in family structures, increased concentration on academics, and the introduction of activities that cause children to be recessive towards play (Mahoney, Harris, and Eccles, 21). Why play is reducing among children Parents are thought to contribute to the reduction in play among children. It is evident that some parents tend to force the children to concentrate much on the books without giving them time to play. Their intentions for doing this are normally to ensure the child performs well in schools. Research also suggests that increased exposure of children to the television also makes them lack enough time to play. The enhancement of technology has also affect child play. This is because with the introduction of computer games most children have preferred to play such games, instead of engaging in physical play that can be beneficial to their health ((Berne, 49). Play has normally proved to have some benefits towards the development of a child. One of the importance of play in child development is that play normally allows children to use their creativity. Creativity is normally in born, and in doing this, children are normally in a position to develop their dexterity, their imaginations, and their cognitive, emotional and physical strength. Research suggests that play is of immense importance for the development of the brain in kids. This is because when children are given an opportunity to play, they are normally in a position to interact with the world around them. When the child is in a position to master and explore the world through play, the child normally learns to conquer his fears as he masters some of the adult roles. When children master the world through play, they also develop new competencies resulting to increased confidence, and they also become resilient, which is essential in facing any challenges they may encounter in future (Mahoney, Harris, and Eccles, 25). To ensure the effective development of a child through play, it is essential that play among children becomes undirected. This is because it is through this that the children normally learn the importance of group work, and sharing. Play also enables children to learn how to negotiate with each other when faced with difficult circumstances. Play tends to be of immense importance in child development because it is through the interaction of children during play that they normally learn how to resolve conflicts, and they also learn how to employ self-advocacy skills. It is evident that play tends to be essential in child development when it is allowed to be child driven. It is through play that children normally practice some skills such as decision making skills, which cannot be taught in school. Play enhances the development of a child because during play the children are normally free to do whatever they wish at their own pace. This leads the child to discovering his area of interest making them realize what they would want to pursue in future (Hurwitz, 101). Research suggests that as opposed to entertainment, play enables children to develop active bodies. This is normally evident from unconstructive play, which has proven to be essential in increasing physical activity, in children. When physical activity is enhanced through play, it is evident that the child may be protected from such diseases as obesity. It is evident that the developmental trajectory of children is normally controlled by play. This is why even parents and care givers are normally encouraged to join children during play. This is because when such people play with the children they are normally in a position to monitor the development of the child. When adults play with children they can normally monitor the child’s vintage point concerning the world. This is because during play the child attempts to navigate the world ensuring it perfectly fits his needs. Play is thought to be essential in the development of a child because children suffering from disorders that make them less verbal normally learn to express their views through play. Play enhances the development of such kids because when they interact with others they share experiences, and they can even express their frustrations through play (Hurwitz, 101). Play is also thought to be essential in the development of a child because it also builds the child academically. This is evident in the school setting. When children play with other kids they meet in school, they develop socially, emotionally, and they also undergo cognitive development. When children interact in school through play, they normally become ready to learn. They also develop some learning behaviors, and it also helps them develop problem solving skills, which are essential academically. It is thought that the social and emotional development obtained from play is normally integrated with academic learning (Isenberg, and Quisenberry, 138). Play is normally thought to enhance emotional bonding. This is normally evident when children play with their parents. When kids play with their parents, a strong bond is normally created between the kids and their parents or caregivers. Play also enhances the development of children through the creation of bonds with their age mates. It is play that normally enables kids to identify their friends. This then helps them build a terrain of friendships enhancing emotional closeness with some of their peers. Play is also thought to be essential in the development of children as it normally enhances emotional recovery. This is because when children play they normally undergo some emotional encounters that tend to make them suffer from emotional traumas. An example of trauma that may help a child develop from play is evident when the child undergoes suffering because of a broken toy. Despite the child not having the developmental capability of expressing what they feel verbally, play normally enables them to express their feelings. Play normally results to the development of an in built coping mechanism in children enabling them to recover from such emotional pains (Isenberg, and Quisenberry, 139). It is normally thought that play enhances the development of a child through the enhancement of emotional maturity and social competence. This is because play will enable the child to learn nonverbal and verbal communication skills. This is through the negotiation roles the kids normally encounter when they play by trying to appreciate the feelings of other players or trying to enhance continuity in play. Play enables children to develop feelings for each other, for example, when they respond to their peers feelings during an injury or when they have to share the playing materials (Isenberg, and Quisenberry, 140). It is evident that controlling play among children can normally have repercussions. This is because child play is normally motivated by inner desires, processes, and anxieties. When parents control how their kids play, they are likely to interfere with the interests and the development of the child. Research reveals that control from parents during child play may cause a decline in the development of the child. The prevention of child play by overscheduling the child can have consequences on the development of the child. Overscheduling normally results to the lack of enough time to play reducing the connections of the child with the society and it also makes the child to have less control of his life. This can normally lead to emotional stress, which is normally detrimental to the child. Despite a child succeeding in school work because of the tight schedule they have, it is evident that such kids may react to such pressure through stress and anxiety. This is because overscheduling a child makes the child to have less time to play, which tend to be protective against stress and pressure (Erickson, 261). Problems associated with the lack of play Some of the effects associated with the lack of play in children include intellectual, physical, emotional and physical harm. The form of physical harm associated with the lack of play is obesity. When a child does not play, it is evident that the chances of such a child developing obesity tend to increase by about twenty nine percent. It is evident that children who play a lot normally gain healthy weights. The lack of play is also associated with intellectual harm. This entails a reduction in the level of creativity among children. This includes a reduction in the child’s imagination, social skills, the ability to access risks and resiliency. The other consequence is social harm. Research suggests that children who are not allowed to play can never work in groups. Their inability to work in groups also affects their conflict resolution skills and they are normally incapable of negotiating. Research suggests that when a child is not allowed to play some emotional harm is normally caused to the child. This may include emotional outburst and increased violence among such children. This is because the children were not allowed to play with others to allow them learn how to control their emotions. Such kids normally lack the ability to interact with their peers and they cannot also interact with authority figures ((Isenberg, and Quisenberry, 142). Recommendations To fix the problems associated with the lack of play, parents should be encouraged to allow their children more time to play by being reminded on the benefits of play. Parents should reduce the time spent by their children when watching the television. The children should be allowed to play computer games, but this should not be the only form of play they engage in. Parents should ensure the children also engage in physical play, which is beneficial to their health. Learning institutions should also put more emphasis on physical play by creating sufficient space in the learning institutions to allow children play efficiently (Isenberg, and Quisenberry, 145). Conclusion In conclusion, play tends to be a crucial part of childhood that enables the child to develop properly. Despite the many forces that tend to deprive kids the opportunity to play, parents should ensure their kids play, in order to, reap the benefits of play. Play should, therefore, be incorporated in the social life of the child as it tends to play a crucial role in developmental milieu of the kid (Erickson, 262). References Berne, Eric: Games People Play: The Psychology of Human Emotions. New York: Grove Press, 1964. Erickson R.J. Play contributes to the full emotional development of the child.Education.105:261– 263, 1985 Hurwitz, S.C. To be successful: let them play! Child Educ.79:101– 102, 2003 Isenberg .J, and Quisenberry N.L. Play: a necessity for all children. Child Educ.64:138– 145, 1988 Mahoney J.L, Harris A.L, and Eccles J.S: Organized activity participation, positive youth development, and the over-scheduling hypothesis. Pp.1– 31, 2006 Read More