Introduction
Learning is a lifelong process. It usually starts the moment our sense starts to work that is actually what humans are by nature. According to Wardle (2008), all humans are born to play. However differences come when factors such as the type of play and how an individual play are already being considered. Nevertheless, it does not change the fact that humans, not only toddlers could play. This paper will focus on the importance that playing plays on the development of a child. Each argument in this paper will be backed up with current literatures and evidences that have shown either positive or negative results on the relationship of play on a child’s development. However, let us start with the notion that there is indeed a correlation between play and development (Hoorn et al., 2011).
Thesis
Early and even modern childhood education specialists, child development professionals and parents believe that lay is a good and perhaps the best way to reinforce the learning and development potentials of their child. Playful is a non-stressful way to learn and children will be the ones who are most likely to benefit such types of learning strategies. By playing, they have better chances of learning basic concepts and skills that they should be able to learn at their young age. Most children do get bored and irritated whenever educators tell them to read their books instead of playing. In truth, there are a lot of people who believe that letting their children play is simply a waste of time. There are factors in turn that contribute to the beliefs of these people because childhood play usually comes with a lot of noise, mess—that’s why many consider them as an unstructured and educational type of learning (Wardle, 2008).
What’s good about play is the fact that it incorporates learning and academic development with the freedom to choose a particular type of activity. Parents get to see what their child’s interests are at an early age.
There are in turn different types of play that may be appropriate for a selected group of individuals. These types of play may also target specific areas of a child’s skills (motor, intellectual, social and emotional).
Motor plays are the ones we usually see as dynamic forms of play. It is believed that this type of play provides critical opportunities for children to develop muscle coordination, strength and other brain functions. Social play on the other hand incorporates learning with having to get along with others (Wardle, 2008). This pushes the child to develop his own personality so that he could easily blend in himself in a group. Last but not the least is the constructive type of play wherein children develop simple skills that enables them to manipulate things. Examples of this type of play are mini-tower building activities, drawing, and stacking. Play is a more recommended option for children to learn than letting them stay in front of a television or play computer games that are not really intended for their age. This is a common error that parent in today’s generation do (Hoorn et al., 2011).
Conclusion
Humans are born to play and interact with other people and its surroundings. Usually the simplest essence of that could be learned by kids through playing. They may even learn how to do more advanced things simply by playing and without them noticing it. Of course, once a child learns or ideally, masters the skill required to perfect a play, he or she has to progress to further increase the room for improvement ((Hoorn et al., 2011).).
References
Hoorn, V., Nourot, P., Scales, B., Alward, K. (2011). Play at the center of the curriculum 5th edition. Upper Saddle River: Pearson. Book.
Wardle, F. (2008). Play as curriculum. Resource for teachers and Parents. Print.
