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Commentary Analysis: Adrian Pretense's Symbolic Play - Case Study Example

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This study "Commentary Analysis: Adrian Pretence's Symbolic Play " focuses on symbolic pretence plays result in the creation of direct relationships in resultant words as evident in Adrian’s case. This play shows his creativity as he remembers rules of road crossing as taught by his mother…
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Commentary Analysis: Adrian Pretenses Symbolic Play
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Download file to see previous pages To a large extent, verbal communication especially pretence play and other forms of expression encompass a similar beginning (Loizou 2005). Although they constitute modes of communication, resultant meanings could be diverse but comprise of important aspects of important communication. The above case is an example of understanding language development in children undergoing the pre-operational stage. In Piaget’s cognitive development theory, early education that entails the use of appropriate vocabulary to create sense constitutes a series of word plays which begin with nonsensical initiations. As evident from the play, some words Adrian uses in the play appear to be newly learnt and thus he struggles to create meaning with them. These words then form a foundation of basic vocabulary that constitutes his ability to use appropriate words to create interpersonal communication skills. Since language is pivotal in a child’s communication, unique language behaviour from parents has varied influences on their children’s verbal skills (Brown, Donelan & Dunn 2009). Among them are variations in pronunciation. As evident from the play, Adrian struggles to get the word ‘ambulance’ right since his verbal communication skills are still youthful and dependent on parental influence. Accompanying such tonal variations include pitch variations. As Adrian struggles to get some words right, his pitch also changes staggeringly in attempts to get the right pronunciation. These, according to Piaget’s cognitive development theory, are normal occurrences in children at Adrian’s age. As the game progresses, Adrian’s cognitive skills can be seen as concrete. At his age, according to Piaget’s cognitive theory, children at the ages of four to five exhibit strong memories, mental clarities and use complex language to supplement their narratives (Terzi 2010). Throughout the play, Adrian does not falter to show drifting away from the play. He keeps within it and completes his mission as commenced. Although he involves many characters within it, he never loses track of his mission. This is an indication that children have adopted clear mental abilities and their cognitive abilities are able to store memories for a sustained period of time (Brown, Donelan & Dunn 2009). Parental role in supporting children is thinking. Uses of varying situations within pretence plays make the languages applied highly dynamic (Clough & Corbett 2000). Adrian’s parents use different situations which include their demand to know where he is heading to, what is along the way and what else he can see as questioned in numbers, 4,7,10 and 12 which make language highly dynamic. Maintaining the same language for children in Adrian’s age creates complexities for them. In order to create a lasting play and sustain the child’s interest in the play, the parent should involve lively language. Adrian, in this case, is given the same approach when his parents keep changing his language through the choice of events and thus the choice of words. The play becomes livelier from the engagement of questions in the play all along while he keeps driving his parents and his cat to the hospital.  The ability to improve language communication in children especially as word fluency is concerned using complex confronting situations makes children free their minds and apply cognitive skills. ...Download file to see next pagesRead More
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