Gender Diffirences in First Years Boys and Girls - Term Paper Example

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Gender Differences in First Years Boys and Girls Insert Name Task Tutor Date Gender Differences in First Year School Children’s Language and Movement Introduction Children’s learning and language expression get integrated with play and movement. Playing games utilize the use of language as children grow in their different stages…
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Gender Diffirences in First Years Boys and Girls
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"Gender Diffirences in First Years Boys and Girls"

Download file to see previous pages The language value that takes place during movement normally enhances or augments the children’s activities in play. Children start exposing increase in growth in decontextualization capabilities between the ages of three and three and a half years. They display their abilities in themes of the play and knowledge about self and other relationships in the environment. In addition to that, language and play instills insight in a growing child’s symbolization of skills and knowledge. Despite this aspect, my observations provide insights that indicate differences among children across the board in their development of symbols. Gender is counted to be among the aspects that cause these differences in children (Piaget, 192). The basis of this paper stems from this point to assess whether gender fits to be one of the aspects that cause frequency together with the value of language and movement during children’s free play. During my observation, I found out indications that physical playing has the potential for providing special opportunities for developing language in children. However, it is important for a child to be comfortable with movement activities for successful imitation and responding to verbal cues during their play activities. Many young kids who may have enough space to run while playing and are encouraged to do the same grow and develop this comfort in their natural ways. I observed that kids might start using their skills in language to improve their playing activities through communicating about whatever they are doing or through verbal problem solving when they take part in physical movement activities. My observation reveals that schoolchildren who participate in high level of elaborative play activities and movement as they relate with peers have a greater chance to practice verbal communication in their plays than schoolchildren who have little interaction with their peers while participating in plays or engage in sedentary games (Fein, 1981). The other factor that affects the kind of language and movement, which children use in their play, is related to gender. Children engage in different games and play activities. This comes out in the categories of themes, the type of plays, the level at which children participate in plays and issues that relate to choices of partners. According to my investigation, it is clear that that first year children in school, girls engage in activities that go in line with domestic activities that will normally require little physical movements. On the contrast, boys normally play games that relate to most of occupational plays, which may need an increased level of activities (Piaget, 192). Boys tend to participate in exploratory games while girls engage in dramatic games more than boys do. An important aspect to note in the observation is that children segregate themselves through the participatory level of play physically. In this relation, boys and girls will tend to participate in plays with same same-sex partners basing on the level of play structures. This means that girls and boys who preferred physical movement during their play participated in the game with other peers with similar preferences in physical movement. Contrastingly, peers of different sex could not play freely with partners from the opposite sex who had similar preference for a particular physical movement. Another observation also pointed that very young kids have ...Download file to see next pagesRead More
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