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