The Concepts in Childrens Cognitive and Emotional Development - Literature review Example

THE IMPORTANCE OF PLAY IN CHILDREN’S COGNITIVE AND EMOTIONAL DEVELOPMENT By Presented to Introduction This section introduces the play concepts in children’s cognitive and emotional development. Play allows for peer interactions to advance critical social-emotional learning components. In perspective, play allows for learning options that encourage unstructured play through exceptional ways. The approaches increase physical activity levels among children. The focus of integrated play allow for important strategies in desolating obesity epidemics. In addition, play is one of the simple joys that involve cherished childhood memories. In this paper, the points presented discuss strategies aimed at assisting in developing execution functions among young children. Distinct Character Traits These section discuses the concept of play makes children vulnerable to beliefs that in case they are exposed to most things. The have a higher probability of embracing chances of more preparedness (OConnor & Ammen, 2012). The elements are more susceptible to success promises and full preparation presented by special enrichment programs based on added anxiety regarding the children’s inability to predict the future adequately. Even though people are not in a position of assuring the kinds of skills needed, there are distinct character traits that produce children with a capacity of navigating within complex worlds while growing. The traits are inclusive of competence, confidence or mastery of the environment as well as deep-seated connectedness. Such children can care to others through creating the safety, security, and love which other children thrive in. Additionally, the art of resilience allows them to remain optimistic while advancing ability to rebound adversity while young people require essential character traits such as honesty, decency, generosity, compassion, and tenacity. Children have a higher likelihood of gaining these essential resiliency traits in home environments where parents and children spare time to collect together (Pellegrini, 2011). The goal is to focus on each other to achieve positive support, as well as unconditional love. Most families have higher success rates in navigating wider scopes of commitments in the absence of sacrificing high-quality time for parent-child involvement. However, the families’ ability involves an ability to maintain important parent-child time without compromising the hurried lifestyle. The families over-schedule leading emotional competencies to achieve well-buffered children (Saracho, 2012). Executive Play Functions This section argues that play has integral executive functions among children is that it improves the working and recall memory. This involves an ability of holding facts in the mind and being in a position of accessing them across different long-term memory components at different points of time. The preschool concept of daily routine allows for recall and planning times where opportunities are availed for children in tapping into their respective working memory through articulation of ideas, decisions, and choices regarding their planning time. The focus allows them to remember while reflecting on the work-time experiences and actions based on the recall time (Overton, 2013). The focus on planning is built on the premise of children’s self-control and self-confidence through developing leading and concentrated play periods. The recall time exercises the capacities of children in forming and talking various mental images while helping them build on their memory skills. The outcomes include expansion of awareness of time against the present times (Taylor, 2013). Children with an aimless need, to wander around in their free play periods, do not exhibit high levels of play. They lack the necessary strategy in using and developing the higher-level skills in thinking. When play activities among the children have a direction those adults, activation is withdrawn against their will, arousal becomes diminished, and efforts are aimed at satisfying others without learning and thinking their respective experiences (Sander & Scherer, 2009). The last component of executive function involves complex problem-solving such as taking issues through analysis of pieces, reconstitution and reorganization of new ideas. During the small-group and work time, children face many challenging problems in ways of completing tasks and undertaking their plans. One element of the problem solving among young children includes helping them develop recognition for the problem while involving them appreciate processes of establishing solutions (Singer & Jerome, 2009). An alternative component is activation through getting started and arousal through paying attention. Play builds on team effort and importance of finishing work. Further, this applies to the entire process of plan-do-review (Brownell & Kopp, 2010). On the other hand, work time presents a critical element of the day where children engage the functions against the critical follow-up excuses of their plans and need to get appropriate materials. It is important to carry through with distinct intentions through the adaption of solutions to problems arising due to completion of tasks. During such work times, the functions are engaged in delivering children who make extensive new plans through following up on adjustments (Martin, 2004). Professionals stick to the play plan across a given work time which assures high engagement levels of pretend play. It is critical to have recognition that there are purposeful plays in which cognitive functions take up full development. The fact that play remains self-directed, there is and purposeful, meaningful outcomes to the children through high motivation in maintaining their levels of engagement (Newman & Newman, 2011). In summary, the outcomes include solving problems through carrying through with intentions of cleanup times. Developmental Trajectory for Children This section evaluates the developmental trajectory for children with critical mediation through appropriate and affective relationships where consistent and loving caregivers relate to children based on the play. While parents observe children in their play or even join them in participation in child-driven plays, they acquire unique opportunities of seeing the world based on the child’s vantage point. The child continues to navigate within a perfect world that is created to fit immediate needs. The term “parent” in this paper represents the range of caregivers in the adult category involved in raising children (Drewes, 2009). Interactions are occurring through inform children that their parents pay full attention to them while helping them build sustainable relationships. Parents with opportunities of glimpsing into the children the world can learn the best ways of communicating with the children as well as other settings involved in offering gentle and nurturing guidance. Minimal verbal children have an effect of expressing their views, frustrations, and even experiences through play. The implication is that the focus allows parents to embrace an opportunity of gaining fuller understanding of the perspective. Play presents parents with an opportunity of fully engaging with their immediate children. Play has an integral involvement in academic environments (Didem, 2010). Play offers a great opportunity for parents in fully engaging with the children. Irrespective of the benefits achieved by play among children and parents, creating time to engage in free play is markedly increased among more children (Benson & Haith, 2010). There is need to address various factors in which there is a reduction of play such as family structure changes, hurried lifestyle, and increased attention to enrichment activities and academics downplaying free child-centered or recess play. The alternative includes offering guidelines regarding the best ways of advocating children play through helping school systems, communities, and families a consideration of ensuring that play remains protected. The variation is sought while an ultimate balance in lives of children allows for the creation of optimal developmental milieu (Peterson, 2013). Implications on School Management This section evaluates the issues involves in developing play curriculum in schools. The focus ensures that more school setting is in a position of attending to emotional and social development among children coupled with the cognitive development. It is seen that helping children have adjustments to school settings allows for enhancement of learning readiness among children’s problem-solving skills and learning behaviours. Further, social-emotional learning offers an integrated academic learning approach where concerns of the forces enhance children’s ability in learning through elevation of others’ expenses (Spodek & Saracho, 2014). Play is important in achieving development as it is a major contributor towards the social, physical, emotional, and cognitive well-being of youth and children. In addition, play allows more children to utilize their levels of creativity in developing their distinct dexterity, imagination, and cognitive, emotional, and physical strength. Play allows for the importance in advancing healthy brain development. The focus on play allows children to have early age engagements while interacting with the world immediate to them. Play provides children with an opportunity of creating and exploring the environment for their mastery (Newman & Newman, 2011). The aspect of conquering their immediate fears allows for diversified practice of adult roles in conjunction with other adult caregivers or children. While the mastery of the environment is advanced, play allows children to develop alternative competencies leading to an enhancement of confidence as well as resiliency in which necessities of facing future challenges is advanced. The undirected play permits children to continue learning in the best ways of working within groups, sharing, negotiating, resolving conflicts, and learning more self-advocacy skills. Allowance of play through child driven initiative advances the children’s involvement in practice decision-making skills while moving at individual paces. The focus of discovering in terms of interest has an ultimate engagement of passions as needed (Benson & Haith, 2010). Most of the play among children involves adults even though when such activity is controlled by the adults, children become acquiesce to the rules and concerns of the adult. The loss of benefits plays to their disadvantage through offering particular development of leadership, creativity, and group skills. On the other hand, passive entertainment allows for building active and healthy bodies. Conclusion This paper aimed at enumerating the educator’s entrusted responsibility for fully engaging the minds and bodies of children in ways that they learn best. Through an understanding of relevance of the play and how it develops critical cognitive functions, the adults can determine functions in which they become more effective. It is critical to protecting purposeful play, as well as the most intentional interactions with the children in the play. The interpretation remains imperative in playing through inclusion of social enrichment and academic opportunities in safer environments as availed by children. More research is necessary for exploring appropriate play balance in comparison with organized activities and academic enrichment for children having differences in temperaments in their emotional, intellectual, social, and environmental needs. It shows that play is one of the cherished childhood parts that offer children developmental benefits. Parents are presented with an opportunity of fully engaging their children. The paper presents that there are distinct multiple forces involved in the interaction of effective reduction of different children’s ability in reaping benefits of the play. The focus also strives towards the creation of optimal developmental children milieu. References Benson, J. B., Haith, M. M. 2010. Social and Emotional Development in Infancy and Early Childhood. New York: Academic Press. Brownell, C. A., & Kopp, C. B. 2010. Socioemotional Development in the Toddler Years: Transitions and Transformations. New York: Guilford Press. Didem, G. 2010. Affective Computing and Interaction: Psychological, Cognitive and Neuroscientific Perspectives: Psychological, Cognitive and Neuroscientific Perspectives. New York: IGI Global. Drewes, A. A. 2009. Blending Play Therapy with Cognitive Behavioral Therapy: Evidence-Based and Other Effective Treatments and Techniques. New York: John Wiley & Sons. Martin, D. S. 2004. Advances in Cognition, Education, and Deafness. New York: Gallaudet University Press. Newman, B., Newman, P., 2011. Development Through Life: A Psychosocial Approach. New York: Cengage Learning. OConnor, K. J., & Ammen, S. 2012. Play Therapy Treatment Planning and Interventions: The Ecosystemic Model and Workbook. New York: Academic Press. Overton, W. F. 2013. The Relationship Between Social and Cognitive Development. New York: Psychology Press. Pellegrini, A. D. 2011. The Oxford Handbook of the Development of Play. New York: Oxford University Press. Peterson, C. C. 2013. Looking Forward Through the Lifespan: Developmental Psychology. New York: Pearson Higher Education. Sander, D., & Scherer, K. 2009. Oxford Companion to Emotion and the Affective Sciences. New York: Oxford University Press. Saracho, O. N. 2012. Contemporary Perspectives on Research in Creativity in Early Childhood Education. New York: IAP. Singer, D. G., & Jerome, L. S., 2009. The House of Make-Believe: childrens play and the developing imagination. New York: Harvard University Press. Spodek, B., Saracho, O. N. 2014. Handbook of Research on the Education of Young Children. New York: Routledge. Taylor, M. 2013. The Oxford Handbook of the Development of Imagination. New York: Oxford University Press. Read More