Impacts of Play on Social Interaction in Preschool - Literature review Example

Impacts of Play on Social Interaction in Preschool Academic Lecturer’s Number Due Introduction The process and procedure by which individuals do something and react to those that are around may only define social interaction. It can also be a dynamic, alteration of a sequence of collective actions between individuals or groups. It includes the acts that people perform to their fellows and the reaction they give in return. These acts are behaviors that attempts to impact or take account of individual’s experiences or intentions. Therefore, it means that individuals to social interaction must know and be aware of each other’s self in intellect. Social interaction partially consists of engaging in a conversation and relaying of information to maintain social correlation between two or more individuals (Argyle, 1969, p.69). Even though the behavior is involved, social interaction is not defined by physical relation or character, or physical detachment. Social interaction entails a reciprocated orientation between individuals. It has an impact on a different group of people, but, in this case, the focus is given to preschool. Play on social interaction and its effects on the children Most chances on social interactions take place during the time of play among the children. The opportunity for children to play with their fellows is essential for the growth of appropriate social skills that are helpful in either academics or any other activity. Therefore, encouraging kids to play together is tremendously important part of teaching in many preschools. The unity experienced during playtime helps the children to learn social skills that create self-esteem, awareness and confidence among them and an indication of better enthusiasm to interact with the environment as they nurture (Hemphill, Scheinholtz & Von, 2015, P. 16). Opportunity for social interaction not only improve growth in the early days, but also essential for the future of the child. The interaction ability is an important skill that is required throughout life and may have an impact on future educational and vacation opportunities. Social interaction occurs when there are two or more persons in a comparatively constrained area. In the classroom, the presence of children automatically forms a simple rank of social interaction. In this situation, children may engage in cooperative play by sharing things and construction of different materials through conversation. The engagement and sharing of ideas during play time is important to child’s development and can help in achieving academic goals that are required in the learning process. This is indications that play in social interaction influence the academic outcome positively. It is through ideas and sharing of knowledge during play time. To the gifted children, they enhance their talents by acquiring more knowledge from their fellows (Saracho, 2012, p. 103). Children with disabilities are the most affected group, on most occasions; they experience rejection but in the real sense when they are incorporated together with normal children, they get knowledge and experience hence improving academic performance. In case there is no intervention, the situation may be worse for the disabled children. Social interaction among children always leads to good social development that enhances the growth of skills applied to a successful relationship with other children. Other than social development, it helps in learning how relate with others, for example, sharing, how to corporate with others friendship skills, and finally how to listen to each other and agree on different issues among children (Kostelnik, 1993, p. 250). Play also helps the children to have concern, and show helpful characters and behavior while playing with one another. The psychological knowledge is also enhanced among the children; they learn and read one another as they play together. This is experienced through emotional and physical feelings among themselves. It also increases the standard of basic communication skills such as using polite and kind words, how to seek help, being independent and being patient among other important basics in life. Social interaction is essential to childrens development and well-being. It helps in the building of friendships, emotional, mental fitness, self-esteem, readiness for school, academic competence, and mature success and adjustment. In addition, children also get to know how to deal with their thoughts as they play. Through these situations, they are enabled to reflect deep concerning the occurrences that deal with both pleasing and distasteful feelings. Play enables the children to express and show their feelings in order to cope up with the situation (Landreth & Homeyer, 1968, p. 42). This is also applied to teenagers; they learn imperative arousing skills, such as enhancing sensible self-belief, the capability to control and manage the feelings, and restraint that increases with time in the course of play and inventions. On the other hand, as the aged children take part in natural and organized play, they get to observe themselves best in some areas and weak in some fields (Waldron-Soler, 2001, p. 9). These opportunities help the children to develop a belief in their capabilities hence confidentiality. In addition to social development, play also contributes to childrens fine and total motor growth and body consciousness as they exercise their body actively during the time of play. The learning of how to use writing tools such as marker is one of the examples of motor growth experienced by children. The formation of pictures through scribbles to shapes results in normal evolution in growth and refining of fine motor skills that is developed through, in performance with writing apparatus. Games such as jumping and prancing are incorporated into many games such as jump rope games. When using the rope and the body, physical confident, strength, protected and self-confidence are enhanced (Isenberg & Quisenberry, 2002, p. 6). Active play is beneficial for children especially those with muscular illness. Since these children cannot take on in a nonstop work out, vigorous play assists in maintaining energy, suppleness and powerfully built muscle (Majure, 1995 p. 22). Apart physical health, these children get social skills and the increased ability to persevere in stressful conditions. Creative Development Playing together is considered as an ideal way for supporting childrens creative and imaginative thought since it creates a condition that is free from any risk. Dorothy Singer and Jerome (1985, 1998) explain the ability to form internal imagery, stimulate curiosity, and experiment with other responses to different conditions. This capability is often practiced in play settings and improves childrens ability to participate successfully in new conditions. Therefore, play in social interaction supports creative development. The creative idea in children can also be seen as an aspect of problem-solving, which has its foundation in play. The creativity comes when the children use their imaginations in games to perform better in school work and develop a problem-solving approach to learning (Dansky, 1980, p.8). As the children grow and change, play changes and develop with them according to growth pattern. Parents are also expected to take a role in the play in the social interaction. As a parent, the development of a child is one of the important issues that should be monitored closely to know the progress of the child (Lamb, 1981 P. 322). A parent can keep the playing items for the children and give directions especially on dangerous effects that can emerge during the play. However, too much play can be dangerous to the child and, therefore, the parent should take a role in guiding and controlling the child. Since play enhances physical fitness to the child, the parent is expected to lead by example trough engaging in the physical activities that are meant to help the kid participate in the same activity together with the colleagues. In conclusion, preschoolers often insist on trying to do things on their own but may get frustrated and get angry when they are unable to do it by themselves. In this case, they apply social skills that are learned while playing time to establish the cause of the problem. The skills include active listening, initiating and maintaining verbal communications geared towards solving a certain problem that they go through during and after play (Beer, 2007, P. 27). Play in social interaction prepares the children for school through getting acquainted with the environment that contains large number of children. It also helps the child to get familiar with some of the basic things that are done in school and therefore getting rid of hostility that may be experienced in class. How parents can teach preschool social skills Passionate ability is the way to solid preschool social abilities, for instance, the better kids comprehend feelings, the more they are preferred by associates (Denham et al 1990a). To instruct enthusiastic capability, have a conversation with your youngster about his sentiments. Discuss your own (e.g., "When you dont pay consideration on me, it makes me feel disappointed and miserable"). Examine what sorts of circumstances make us feel terrible, and what things make us feel great. At the point when folks clarify feelings and their reasons, children figure out how to better control their own particular sentiments. In one study, parents who utilized "more incessant, more refined" dialect about feelings had children who could better adapt to outrage and frustration (Denham et al 1990b). Conclusion Play on social interaction is important to the development of the children. It is important for every parent to encourage the child to engage in such play with other children. Through play, children learn many things that develop their skills on different issues in life (Kostelnik, 2009, P. 250). It is also a way of preparation for new challenges that they are yet to go through once they get to the age of starting school activities. Play exposes the children to adapt the diverse environment that is always common in most school, thus should be encouraged. Work Cited Argyle, M. (1969). Social interaction. London: Methuen. Hemphill, J., Scheinholtz, L., & Von, B. H. (2015). The power of playful learning. Dansky, J. L. (January 01, 1980). COGNITIVE CONSEQUENCES OF SOCIODRAMATIC PLAY AND EXPLORATION TRAINING FOR ECONOMICALLY DISADVANTAGED PRESCHOOLERS. Journal of Child Psychology and Psychiatry, 21, 1, 47-58. LANDRETH/RAY/SWEENEY/HOMEYER/GLOVER (EDS). (2010). Play Therapy Interventions with Childrens Problems: Case Studies with DSM-IV-TR Diagnoses. Rowman & Littlefield Pub. Group. Denham, C. G & Lambert, S. P. (1990). On the relationship between play and interaction memory: imminents from a computational copy. Journal of Memory and Social interaction, 55, 515–533. doi:10.1016/j.jms.1990.08.006 Singer, D. G., & Singer, J. L. (2005). Imagination and play in the electronic age. Cambridge, Mass: Harvard University Press. Waldron-Soler, K. M. (2001). Effects of the Language for Learning curriculum on the receptive language, expressive language, and social interaction skills of preschoolers with and without disabilities. Pullman, Wash: Washington State University. Isenberg, J. P., & Quisenberry, N. (December 07, 2002). Play: Essential for All Children. A Position Paper of the Association for Childhood Education International. Childhood Education, 79, 1, 33-39. Erikson, E. H. (1963). Childhood and society. New York: Norton. Kostelnik, M. J. (2009). Guiding childrens social development & learning. Clifton Park, NY: Delmar Cengage Learning. Beer, J. (2007). Preschoolers play negotiations: The development of interpersonal understanding. Lamb, M. E. (1981). The Role of the father in child development. New York: Wiley. Kostelnik, M. J. (1993). Guiding childrens social development. Albany, N.Y: Delmar Publishers. Saracho, O. N. (2012). An integrated play-based curriculum for young children. New York: Routledge. Read More