| Too many parents consider play as simply a means | | | | express their desire to make things. Crayons, paints, |
| of diverting and distracting their children. Playthings | | | | clay, construction paper, scissors and paste, wood, |
| are often seen as a means of keeping children | | | | leather, felt, and cardboard are among the materials |
| happy, rewarding them, keeping them out of | | | | that help children develop their creative imaginative, |
| mischief, and giving parents free time. | | | | and aesthetic abilities. Arts and crafts also develop |
| Not often enough do parents think of play and toys | | | | skills in manipulation, perception, and analysis. |
| as fundamental aspects of a child's education, as a | | | | 3. Construction Play |
| means through which children learn to understand the | | | | Construction play involves assembling objects from |
| world around them, and as the primary method by | | | | what are usually prefabricated parts. It is less |
| which children acquire many basic skills. | | | | creative than arts and crafts, but is also useful in |
| Parents can help make their children's play stimulating | | | | developing many skills. Putting together a set of |
| by doing three things. | | | | railroad tracks and trains is a form of construction |
| First, they can adopt an attitude of conscious, | | | | play, as is play with erector sets, Tinker toys, blocks |
| deliberate planning in which play is regarded as one of | | | | and the like. |
| the most important aspects of their children's | | | | 4. Projective Play |
| environment. | | | | Protective play is play in which a child adds dramatic |
| Second, they can see to it that their children are | | | | and emotional meaning to activities with |
| provided with the kinds of toys and playthings that | | | | representative toys-dolls, trucks, soldiers, |
| will help develop the widest possible varieties of skills | | | | homemaking sets, and doctor kits. Its great value lies |
| and abilities. | | | | in the role playing done by the child rather than in the |
| Third, they can assume a direct, participating role in | | | | development of specific skills. |
| their children's play. | | | | 5. Hobbies |
| Planning a child's play does not mean planning each | | | | Hobbies which cannot be otherwise classified will |
| activity for every moment of the child's playtime. On | | | | generally fall under the heading of collecting activities. |
| the contrary, children should have maximum | | | | Collecting stamps, coins, rocks and minerals, |
| independence in choosing their own activities. And, | | | | butterflies and insects, sea shells, and leaves are all |
| within the limits of the daily routine of the home, a | | | | common and popular hobbies. While some help in the |
| child should also choose the time for their activities, | | | | development of certain skills, their greatest value is in |
| as well as the duration of each. Good planning makes | | | | the considerable knowledge a child can acquire in |
| sure that play is as varied and stimulating as possible. | | | | pursuing them. |
| A child should play at different times, with friends, | | | | Most play can be classified in one of these five |
| with parents, and by theirself. This play should include, | | | | groups, and, ideally, play should include all of these |
| within a period of about a month, all or most of the | | | | types. Also, as skills develop, the activities should |
| following types of activities, each geared to the age | | | | move to a higher, more mature level. |
| level of the child. | | | | However, a child does not automatically vary his play |
| Here are 5 of them: | | | | or develop in it. This is where the parent's planning |
| 1. Games | | | | comes in -- continually making the child aware of the |
| Games are perhaps the most basic of all forms of | | | | broad opportunities available to him in play, initiating |
| play. From peek-a-boo to chess, from pat-a-cake to | | | | certain activities during playtime, making suggestions |
| baseball, games occupy a central role in the lives of | | | | when the child needs and wants them, buying toys |
| most children from infancy to adolescence. Games | | | | that will in themselves lead to new pursuits, |
| may be physical or mental. In general they involve | | | | stimulating new interests and ideas in any of a |
| the development of skills, although some lead to the | | | | variety of ways. The parent should not manage the |
| acquisition of information. | | | | child's play, but should try to nudge it in the right |
| 2. Arts and Crafts | | | | directions. |
| Arts and crafts give children many opportunities to | | | | |