Functional or practice play involves the use of materials or toys. Then they move on to symbolic play wherein the materials may be imagined to be something else other than what it stands for or how it is normally used. Gmes with rules is play according to rules they may have made up themselves, o generally agreed on when playing the game (Brewer, 2001). Bruce (1991) refined Piaget’s play levels as exploratory, rpresentational and free-flow play. She describes free-flow play as the child being immersed in his ideas, and relationships during the play session, ad it is in this state of play that he comes up with creativity.
Fur and five year old children display aptitude for games with simple rules as in “Simon Says”, ad left on their own, tey enjoy coming up with “silly” things that “Simon says” for their peers to imitate. However, mst of the time, cildren at this age enjoy exploratory and representational play as they use materials and imagine in their minds the things they can do with the objects. This one child takes a toy airplane, iagine that it is flying, wth the corresponding action of lifting it in the air and moving it back and fro.
Wen children shift gears to become fully engaged or “brain-engaged” in their high-level play, tey may become more concentrated, eergetic, ceative and this is manifested in their focused facial expression and posture. They also become more persistent in their play as they try to meet their goal. They want to be precise in their moves and their reaction time becomes quicker they watchful of any outcome of their moves.
Language abounds especially if they have playmates who share their goals in the game. Finally, tey show satisfaction as they appreciate the fruits of their play (Laevers, 1994). To illustrate, al the aspects mentioned are displayed when children play with wooden blocks. For example, to children plan to do a skyscraper with the wooden blocks. They shift from being restless children to being concentrated and focused on their creation. A few pieces may fall now and then but the children in putting back up patiently.
As they build, tey imagine other possibilities they can add and their ideas flow freely, a Bruce would explain (1991). They share their ideas to each. ..
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