Early Childhood Education Research †Free Samples to Students

Question: Discuss about the Early Childhood Education Research. Answer: Introduction: The unoccupied play is referred to the form of play when the child does not take part in any formal play but engages in observing activities around him. In such form of play, the child is about to learn about the world around. A child might also show repeated movements over a considerable period of time while looking around and learning to imitate activities that other individuals around him engage in. One example of such play is when a child aged between four to five years, new to a day care centre, stands at one corner of the playground where other children are engaged in any play activity and observes them keenly. The play activity might be the group of children playing in the sand area and engaging in making sand castles. The child might be watching and enjoying the other childrens participation but would not be participating himself. In addition, he might be attempting to play with the sand on his own in certain instances. In such cases he might be playing with the sand, making repeated movements time and again to imitate the activities the other children are engaged in while looking around. His thoughts might be centred around questioning what others are doing and being a mere observer. Solitary play is referred to the form of play when a child plays alone and engages in an activity different from that of others. In such case, a child is unaware or uninterested in what other children are doing around him. This form of play is common for children between two and three years age. One example of solitary play is a child playing with a puzzle game. In such a case, the child engages in intellectual thinking about how to solve the puzzle that does not require the involvement of other individuals. In such a case the child has the primary focus on the activity he is engaged in. Social aspects of the play are absent. Solitary play presents a child with the opportunity to learn about new things and how different things work. It is also beneficial for cognitive development apart from social skills and physical development. For example, a child engaged in puzzle game can enhance his concentration ability through the exercise. The rational is that he is completely engrossed in p laying and does not notice what other children in the vicinity are doing. This form of play is significant since aa children learn how to entertain themselves and engage in solitary activities that do not require the involvement of others. Parallel play is referred to the form of play when a child plays side-by-side of other children. However, there is a lack of group involvement among them. This is typically under conditions when children play with same toys and might be trying to mimic each other. The manner in which the children play might be similar, but there is no interpersonal engagement with each other as the children continue to play on their own. Such form of play is common for children aged between two and half years and three and half years. However, children with more age can also take part in such form of play. One example of such play is when two children might be sitting in the sand area and digging holes in the same with their respective shovels. In such a case the children might be engaging in a similar form of activity, however, there is an absence of non-verbal or verbal interaction. The activities that they are engaging in does not require cooperation and collaboration even though one might try to mimic they manner in which the other child is digging the holes in the sand. Though the contact between the children is very less, they might be learning significant social skills about learning from each other. Associative play is referred to the form of play when children play together, but they are not directed towards a common goal. A child might be interested in playing with children around them instead of materialistic toys. This form of play is different from parallel play as in this form of play a child might continue playing separately from one another but might become increasingly involved in activities done by others in the surrounding. Children of age between three and four years usually engage in this form of play. An example of associative play is one when a group of children decides to dress up for a fancy dress competition. There would not be any common goals for the children. However, they would be engaged in interpersonal communication. The children would be responsible for focusing on their own dressing up, and thus the goals for different children would be different. Under such conditions, a child might be learning to show more interest in other children than the actual a ctivity of dressing up. Children engaged in such a form of play feel rejoice and happiness as there is no competition emerging between the children pertaining to their activity management. Cooperative play is referred to the form of play when a child takes part in an activity that demands working in a group and exhibiting teamwork skills. In such play, there is a need of working towards a common gaol that all children are to fulfil. Children are interested in both the activity they are engaged in and in other children since collaboration among them is required. The activity is more formalised and undertaken by children aged four to five years. One example of cooperative play is when children form groups to play pirates. Cooperative play is reported as the children are divided into groups of good people and bad people whose aim would be to capture each others boats. The play would take the form of socio-dramatic play as the children would be collaborating with each other for developing a theme and putting themselves into roles integral within the theme. As the children would have a common goal, they would be supportive of each other. References Wood EA. Free choice and free play in early childhood education management: Troubling the discourse. International Journal of Early Years Education. 2014 Jan 2;22(1):4-18. Singer E. Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal. 2013 Jun 1;21(2):172-84. Johnson J, Celik S, Al-Mansour MO. Play in early childhood education. Handbook of Research on the Education of Young Children, 3rd ed. New York: Routledge. 2013 Jan 17:265-74.