Role of Adults in Facilitating Child Learning through Play - Report Example

Role of Adults in Facilitating Child Learning through Play – Theories By Foundation Education [Department] 1 January 2015 Commentary (2000 words) Role of Adults in facilitating Child Learning through Play- Theories 1.0 Introduction Naturally, all children anywhere in the world engage in playing activities as an important part of their development. Children have a huge compulsion to play, and thus it does not matter if they have toys or not or even whether the situation allows for such kind of activity. There are various manifestation of child play ranging from activities such as running, building or creating objects models or even pretending. It is proven that during participation in this activities, children can learn and develop socially, physically, emotionally and cognitively (Pellegrini 2011, pg. 129). There have been various researches over the years that have tried to show the correlation between child play and interaction with their surroundings to the magnitude of their growth and development. The theories majorly targets benefits derived by the children while playing activities or during interactions with their parents, teachers or caregivers (adults) or fellow children (age-mates). Some of the common benefits of child play include: It enhances social development such as development and improvement of language skills in matters such as resolving conflicts, negotiation and learning on the need to share. It also enhances their intellectual development. This has been found to be particularly useful in the improvement of classroom concentration and quicker classroom learning capability. Child play is also important in nourishing their mental health. In this fast-growing environment today, children too have not been spared from matters of stress and anxiety. It is, therefore, important to understand that play is one of the most beneficial method for them to reduce such conditions. Lastly, the physical aspect of child growth and development is best achieved through playing. It is widely accepted that through play, children can combat common body ailments and harmful conditions such as obesity. More importantly, through strength training such as dancing, jumping and climbing among others, children are able to gain body strength besides protecting themselves from health conditions such as osteoporosis and heart diseases among others (Schaefer 2008; Russell & Jarvis 2003). In this commentary, the paper will focus more on seven major theories that have been formulated to explain the importance of play in children growth and development. The discussion will also dwell on the role that adults play in facilitating children development through play and interactions. All these will be linked to the observation made in the part discussed earlier in this paper. 2.0 Theories that explain child development through play and ways in which adults can facilitate play There have been numerous theories formulated over the years to explain child development stages and requirements. Some of the major theories include: 2.1 Psychosocial theories The common theories under this category were formulated by Jean Piaget and Lev Vygotsky. The theories emphasise more on personality development besides other aspects. According to these theorists, child development is primarily influenced through interactions with the surrounding environments such as family members, friends and culture. For example, Adult 1 thanks Child A after he brings the sandals to her in what can be described as teaching him the art of etiquette. The show of appreciation by Adult 1 is necessary for Child A development since he is likely to emulate the same in a similar future personal case. According to Vygotsky (1934), children best learn new skill or activity through guidance by an adult or more knowledgeable peers or friends. This process is known as scaffolding and involves adults encouraging the children to try new things while assisting them to handle them especially during the initial learning attempts (Vigotsky 1934 cited in Cardwell & Flanagan 2003 pg. 118). From the observation, for example, Adult 1 helps Child A to differentiate between the different shoes on the shoe rack in accordance with their ownership. Adult 1 encourages Child A to bring the other shoe in the pair from the rack so that she can help him understand which shoe matches with the one at hand. On the other hand, Piaget (1936), in his theory explains that children learn best by actively taking part in exploring their surroundings through the use of common senses such as hearing, touching and vision among others (Piaget 1936 cited in Kay 2005, pg. 34). Child A, for example, struggles to walk around the house although he seems attracted to certain objects such as the toy, gumboot and shoes at the rack. To him, these are objects that can only be learnt about through physical touching and seeing and thus is compelled to move towards them and have a personal experience with them. To Adult 1, she encourages Child A to get actively involved in the learning process instead of assisting him to certain activities such as carrying him to his preferred position such as at the shoes rack. However, Adult 1 is ready to help in cases where Child A gets stuck such as in the instance of the stuck toy in the gumboot. These two theories make suggestions on the need for adults and other knowledgeable company to the children to avail hands-on materials to the children and to allow them to learn through active learning. Children should be allowed more room to express their freedom of expression from where the adults can provide assistance and make amendments. Children should also be encouraged to continually learn new skills although the adults should always be available to provide guidance and necessary help in cases of difficulties (scaffolding) (Kail & Cavanaugh 2014, pg. 122). 2.2 Theories of emotional and psychological development This category involves three main theorists, Erik Erikson, John Bowlby and Mary Ainsworth, whose theories largely try to explain the attachment relationship formed between children and their parents or caregivers. The theories also provide the emotional and social development as it occurs in various stages of a child growth. From the observations outlined earlier in the paper, Adult 1 is seen to be very close to Child A and is thus very much concerned about all that he undertakes or experiences. She is keen to note the difficulty that the child experiences when the toy gets stuck in the gumboot. The child on the other hand is anticipative of getting help from Adult 1, indicating the reliance and confidence that he has on Adult A. This is an indication of an emotional relationship that builds over time between a child and the caregiver better referred to as attachment. It involves exchanges between children and adults in matters of care, comfort, help and pleasure among others. According to Erikson (1995), there are about four major stages of child development with each stage characterised by specific crises and challenges that call for solving by the child. The challenges enable the child to face what life entails and thus are necessary for social and emotional development (Erikson 1995 cited in Beith 2005, pg. 171). For example, Child A struggles to get his toy out of the gum boot after it falls inside it. He goes ahead to devise an alternative attempt of removing it that involves lifting the gum boot up and releasing it to the ground. When he fails in his attempts, he turns to Adult 1 in a manner that shows admission of failure and thus a plea for help. The child certainly learnt something on what he can do in such a future incidence through observing how Adult 1 gets the toy out of the gum boot. He shows appreciation by smiling and letting go the frustrations that had built up following the failure. According to Erikson, the outcomes of every stage in child development are determined by factors such as the environment and the care given to the child in various cases to which the child is exposed (Adler-Tapia 2012, pg. 20). In this scenario, Adult 1 provides prompt assistance, and that can be of significant impact in enabling Child A to learn and create attachments to her. The child should also be exposed to more of such experiences in future to enable increased learning opportunities for social and mental development. Other contributions to these theories category are from John Bowlby and Mary Ainsworth. A common suggestion by both theorists involve the need for parents (especially mothers) and others to remain close to the children which enables creation of bonds and attachments and consequently leading to social and emotional development in the children. According to Bowlby (1958), parents are also attracted to remain close to their children due to a variety of behaviours expressed by them. For example, children express themselves through proximity-seeking behaviours such as crying, gurgling and laughing (Bowlby 1958 cited in Gnaulati 2013). For example, after Adult 1 helps Child A to get his toy out of the gum boot, the child smiles indicating appreciation for the kind deed. Adult 1 is elated as well to see the child express such a gesture and thus is encouraged to keep him company for longer by engaging in more other activities together. 2.3 Language development theories Language development and learning is an art that is of great importance in any child’s growth and development. There are several theories that look to explain the factors through which children develop a language and their communication ability and skills. The common theories in this category have been formulated by theorists such as Lev Vygotsky, John Watson, BF Skinner, Noam Chomsky and Albert Bandura. According to Vygotsky, speech development takes up for major stages in a child’s growth and development. These steps include Primitive speech stage, naïve psychological stage, private speech stage and inner speech stage (Vigotsky 1934 cited in Courcy 2002, pg. 100). Each of these phases takes place at different ages of development. In this scenario, Child A is 12 months of age and is thus at the primitive speech stage. Here, a child’s speech is characterised by imitation of words or names of objects from the people around them. The child also communicates majorly through crying or laughing in a way explained as responding to communication from other people (Davies 2010). From the observation for example, while Child A brings the shoe to Adult 1, she mentions the word “shoe” in an indication of the one that he carries in his hand and in an imitating tone, Child A produces a similar pronunciation. It is through such ways that children learn from their parents or company around them. According to Skinner (1957), Watson (1913) and Bandura (1977), children learn languages if people around them reward or ignore certain behaviours that they express. For example, a parent who imitates the sounds produced by the child only serves to encourage more repetition of the same sound production by the child. The otherwise is also correct, in that, if the parent or other people ignore those sounds, the child does not get any incentive of repeating the words in future (Rennie 1971). From the observation, for example, Adult 1 assumes that Child A pronounces the words “Oh no” after getting upset with the stuck toy in the gum boot. She, therefore, repeats the same words in an attempt to help the child to learn the phrase. Additionally, the child smiles as a way of communicating his gratitude upon being assisted to get his toy out of the gum boot. Lastly, another common language development theory was developed by Noam Chomsky (1965) through a nativist approach that sought to explain that children have an innate ability of learning languages. This theory explains that it only requires children to hear languages around them for them to understand it and later use it to communicate (Chomsky 1965 cited in Bruce 2011; Coon & Coon 2006, pg. 112). From the observation in this context, Adult 1 knowingly or unknowingly, continuously talks to Child A, in a manner that indicates her belief that the child understands the communication. Alternatively, Adult A assumes that by talking to Child A, he will learn the words through an innate ability as explained in this theory. 2.4 Ecological Systems Theory This is another theory that was developed by Urie Bronfenbrenner that explains the effect of a child’s environment to his/her development. According to Bronfenbrenner, there are various influences towards a child’s development although the influences can be hierarchically categorised. The nuclear family is described as the greatest influence to a child development especially on the emotional aspect. Other types of influences include the community, government policies and culture among others (Moyles 2010, pg. 261). In this context, Adult 1 is likely to have the most influence towards the direction of Child A’s development. 3.0 Conclusion As seen in the discussion, the theories outlined strive to explain the varying aspects and influences in a child growth and development. The theories are important as they enable parents and other children influencers such as the teachers to understand child development and its requirements. Bibliography Adler-Tapia, R. (2012). Child psychotherapy: integrating developmental theory into clinical practice. New York, Springer Pub. Co Beith, K. (2005). Childrens care, learning and development. Oxford, Heinemann. Bruce, T. eds. (2011) Learning through Play: Babies, toddlers and foundation years, Abingdon: Hodder Education. Cardwell, M., & Flanagan, C. (2003). Psychology A2: the complete companion. Cheltenham, Nelson Thornes. Coon, D., & Coon, D. (2006). Psychology: a modular approach to mind and behavior. Belmont, CA, Wadsworth/Thomson Learning. Courcy, M. D. (2002). Learners experiences of immersion education: case studies of French and Chinese. Clevedon, Multilingual Matters. Davies, D. (2010). Child development a practitioners guide. New York, Guilford.  Gnaulati, E. (2013). Back to normal: why ordinary childhood behavior is mistaken for ADHD, bipolar disorder, and Autism Spectrum Disorder. Boston, Beacon Press. Kail, R. V., & Cavanaugh, J. C. (2014). Essentials of human development: a life-span view. Belmont, CA : Wadsworth Kay, J. (2005). Teaching assistants handbook: primary edition. London, Continuum. Moyles, J. R. (2010). The excellence of play. Maidenhead, Open University Press Pellegrini, A. D. (2011). The Oxford handbook of the development of play. New York, Oxford University Press. Rennie, M. (1971). Exercises in elementary office practice. London, Heinemann Educational. Russell, J., & Jarvis, M. (2003). Angles on applied psychology. Cheltenham, UK, Nelson Thornes. Schaefer, C. E. (2008). Play therapy for very young children. 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