Contributions of Play to Children’s Development

Play is an important part of a children’s development. It helps children learn about the world and develop in many ways. It is believed that play contributes to developing a more complex and productive mind. Here are five ways can help play to children’s development –
1. Play teaches children to communicate and interact with others.
2. It helps them learn skills that they can use in the real world.
3. It helps them develop a sense of fairness and values.
4. It allows children to express their feelings and emotions.
5. It helps children develop their imagination.

Children Active play

The enjoyment comes from what the children do in active play, whether it runs just for the fun of running or constructing play to children’s development—something with clay or paints. Children play less active as they reach puberty and have more responsibilities at home and school and a lower energy level due to rapid growth and changes in the body.

Children Amusements

The actions of others are born from passive play or amusement. A minimum amount of energy is expended by the player. The Child who enjoys watching other kids play, watching people or animals on TV, watching comics, or reading books plays with minimum energy expenditure. Still, the pleasure may be the same as that of the Child who invests significant energy in the gym or playground.

Physical Development in Children

Active play is essential for sport to children’s development of their muscles and exercises all parts of their bodies. It also acts as an outlet for excess energy, which is nervous and irritable when pent-up stresses children.

Promotion of Communication

Kids need to learn how to connect with them in ways they can understand to interact effectively with others, and they need to know to understand what others are trying to communicate with them.

The outlet for Pent-up Emotional Energy

Play provides kids with an outlet to release tensions due to the environment’s limitations on their behavior.

The Outlet for Needs and Desires

Sometimes tin play can be combined with needs and desires that cannot be fulfilled in other ways. A child who cannot play a leading role in real life can be happy with this desire by being a leader of toy soldiers.

Source of learning for Children Developing

The play offers opportunities to learn many things through books, television, or exploring the environment that children would not have a chance to learn at home or in school.

Stimulant to Creativity

Through play experimentation, kids discover that creating something new and different can be satisfying. Our artistic interests are then passed to circumstances outside the play world.

Play to Children’s Development of Self-insight

In the play, children learn their abilities and how they compare with those of their playmates. This enables them to develop more definite and realistic concepts of themselves.

Learning to be Social

Children learn how to build social relationships by playing with other children and how to address and solve the problems that these relationships make.

Moral Standards

While children learn at home and in school what the group thinks is right and wrong, the implementation of moral standards is nowhere as strict as in the playgroup.

Learning to Play Appropriate Sex Roles

Children learn what the agreed sex roles are at home and school. Yet they soon discover that they also have to welcome them if they want to become part of the playgroup.

Play to Children’s Development of Desirable Personality Traits

From contact with members of the peer group in play, children learn to be cooperative, generous, truthful good sports, and pleasant people to be with.

Stages in Play to Children’s Development

Exploratory Stage of Play

Their play consists mainly of looking at people and items and making random attempts to grab things placed in front of them before babies are about three months old. From then on, their hands and arms will be subject to enough voluntary control to allow them to carry and examine small objects. They investigate everything within their range after they can crawl creeping.

Toy Stage

Toy play starts in the first year, reaching a peak of 5 to 6 years. Children are just testing their toys at first. We think that their toys have life qualities between 2 and 3 years— that they can talk and think. Children can no longer endow inanimate objects with life values as they play to children’s development emotionally, which dampens their interest in toys. Another factor contributing to a decline in toy play is predominantly solitary, and children are looking for companionship. After entering school, most children regard toy play as baby play.

Play Stage

Our play repertoires increase dramatically as children enter school, giving this stage its name. We continue to play with toys at first, mainly when alone, and they are also involved in games, sports activities, and other more mature types of play.

Daydream Stage

As children approach puberty, they begin to lose interest in the play activities they have previously enjoyed and spend much of their daydreaming playtime. The typical teenage daydreams are those of a martyr, in which they see themselves being abused and misunderstood by everyone.

Factors Influencing Play on Children’s Development

Health

The healthier children are, the more surplus energy they have for active play such as games and sports. Children who lack power prefer amusements. So Factors influencing space to children’s development.

Motor Development

Children’s play at every age involves motor coordination. What children will do with their playtime will depend on their motor development? Reasonable motor control enables children to engage in active play.

Intelligence

Bright kids are more involved than the less optimistic at every age, and their play is more ingenious. When they grow older, they are more interested in drama and design and play intelligent games. Bright children show a more excellent range of interest in playing, including both distinctly intellectual goods.

Sex

Boys play more strenuously than girls and prefer games and sports to all other forms of play for early childhood boys, but the reverse is true of later childhood.

Play Environment

Children from poor communities pay less than others because of poorer health and fewer time facilities and storage. Rural-based children play less than urban-based children: less equipment and less free time due to fewer playmates.

Socioeconomic status

Kids from higher socioeconomic classes prefer events such as skating rinks or sporting programs that cost less money than those from the lower groups, such as swimming and ball games. Social class affects children’s books and movies. We see the types of social groups they belong to and their supervision.

Amount of leisure time

The amount of playtime depends primarily on the economic status of the family. If household duties or jobs take up most of their out-of-school time, children are too tired to engage in energy-intensive activities.

Play Equipment

The children’s play equipment affects their game. For example, a predominance of dolls and stuffed animals encourages a predominance of blocks of paints for make-believe play, and clay encourages meaningful play.

Characteristics of Exploring in childhood

Planning and Organization

Unlike babies and young kids who spontaneously explore something new and different, older kids plan their explorations and organize some of their friends to join them. They know where to go and what they want to do before starting.

Remote Environments

Having explored their immediate surroundings as younger older kids want to go to places far from familiar. For example, urban kids might want to explore rural areas while rural kids want to see the big city they’ve heard of.

Group Versus Solitary Behavior

Having explored their immediate surroundings as younger older kids want to go to places far from familiar. For example, urban kids might want to explore rural areas while rural kids want to see the big city they’ve heard of.

Guidance and Direction

Babies and young children’s exploratory activity is seldom controlled and driven, but it is often the gang age child’s. Schools, scout groups, and camps are planning tours to new, different, and exciting places too remote for children to go alone or without adult supervision to explore. Additional information presented by the leaders or guides contributes to the children’s pleasure generated from these explorations.

Kinds of childhood games

Baby Games

Before they are a year old, simple games played with family members or older kids appeal to children. These traditional, generation-to-generation games include pat a cake, peek a boo, and marketing pigs.

Single Players

We play games when kids are 4 or 5 years old to test their skills rather than just for fun. Play is individual, and there is a rivalry with successes of their history. There are few rules, and they are often changed or even broken. Such activities involve jumping down steps on street curbs standing on one foot, bouncing balls, and playing jacks.

Neighborhood Games

As children are involved in individual games, they also develop an interest in the unknown group-style neighborhood games in which any number can participate. They may be organized or invented by the children themselves by an older person. Traditional games of this sort involve hiding tags and looking for idols, cops, and robbers.

Team Games

Team games are beginning to be popular with kids aged 8 to 10. They are highly organized and have strict rules and competition. At first, only a few kids play, but as skills improve, the number of players increases, and competition becomes more excellent. Typical games of this sort are basketball and track modifications of baseball.

Indoor Games

Indoor games are less strenuous than outdoor games and are mainly played when children stay indoors due to fatigue, illness, or bad weather. They’re played with parents or siblings at first and peers later. When children grow older, rules become more rigid and rivalry more intense. Traditional games in this category include jacks and puzzles.

Significant Contributions of Amusements to Children’s Adjustments

1. Amusements are an essential knowledge source.
2. Kids learn vocabulary and use it to communicate with others from amusements.
3. Children develop social understanding by interacting with characters in the mass media that will help them adjust to social life.
4. This stems from interacting with characters in the mass media who have similar problems to theirs to understand themselves better.
5. Observing how characters meet and solve their emotional problems in the mass media helps children successfully deal with the mental aspect of their emotional issues.
6. Amusements provide opportunities for the needs and desires of children that are not provided by situations in real life.
7. Watching how people in the mass media respond to those who struggle in the form of rules or laws to conform to social norms plays to children’s development a solid motivation to learn to comply.
8. Children need to learn to focus on understanding and think to enjoy different kinds of fun. It helps to develop their intellectuals.
9. Most forms of entertainment offer creative tools and children’s encouragement to use them to do something new.
10. That’s wrong. Children learn from the mass media what different roles embody in life and how people react to those who fail to play these roles satisfactorily.
11. Many forms of mass media provide socially approved pe models

Why Children Like Comics

1. Kids have an excellent opportunity to gain insight into their own personal and social problems by association with characters in comics.
2. Comics appeal to children’s imagination and their curiosity about the supernatural and their curiosity about the paranormal.
3. Comics call for a brief break from the humdrum existence of everyday life for children.
4. You can read comics easily. Also, wrong readers can get the essence of their sense from the pictures.
5. Only children from low-income families can have some of their own because comics are inexpensive.
6. Because many comic books are thrilling, mysterious, and funny, they give children the motivation to learn to read that many books for children do not.
7. When kids are given something to look forward to in serial-type comics.
8. The characters often do or say things in comics that children don’t dare to do themselves even though they want to. That provides them with vicarious pleasure.
9. The characters in comics are often intense, brave, and good-looking so that heroes and heroines can be identified with boys and girls.
10. Colorful and quick enough to make kids appreciate the art in comics.

Evaluation of Comics

Arguments in Favor of Comics

1. The comics provide an enjoyable reading experience for the Child with limited reading ability.
2. Comics can encourage play to children’s development ability to read.
3. The educational achievement of the kid who regularly reads comics is almost equal to that of one who rarely reads them.
4. In trod iced to a vast vocabulary, the Child is encountered with many words in the other five readings. The comic book provides an excellent propaganda dissemination technique, particularly propaganda against prejudice.
5. The comics provide a source of emotional catharsis for pent-up emotions.
6. The Child can identify with characters from the comic book that embody admired jollities.

Arguments Against Comics

1. The comics distract the Child from the more worthwhile literature.

2. The poor reader can make no effort to read the text since the pictures tell the story.

3. Inside the book, there is little development in the reading experience.
4. Many comic strips’ art stories and vocabulary were lower.
5. Sexual violence and fear-related material triggers and often agitate the infant.
6. The comics keep the Child from other playing forms.
7. In depicting comics of antisocial behavior, aggressivity and juvenile delinquency are promoted.
8. The comics make life seem sluggish and uninteresting.
9. The comics stereotype people and foster racism.

How Movies Influence Children

1. Movies make kids enjoy bringing them into a new world of people and animals doing things they can’t do.
2. Kids find an excitement not found in their daily lives in the movies, a more vivid excitement than they can get even from the comics from their reading.
3. The concept used in other play practices is derived from films of Indians, space makers of cowboys, etc.
4. Films provide information on how to behave in social situations, and children use this to increase their acceptance of society.
5. If shown on the monitor with music, information is retained longer than displayed in print, with only a rare example in newspapers and magazines in books.
6. Movies offer information on many different types of people-people who have little or no direct contact with children. Whether this will encourage indifference to empathy or like would largely depend on how people are portrayed on the screen.
7. Moving pictures have a substantial emotional effect reflected in dreams on children in young children. Daydreams have problems eating and sleeping and nervous etiquette. The products are much milder and less frequent in older children because they realize that they merely make-believe what they see on the screen.
8. Watching films at one time for too long can cause eye strain and general tiredness. Horror films are especially physically as well as psychologically drained.

Factors Influencing Children’s Interest in TV

1. Age Preschoolers show a greater interest in television than children of school age, who have a broader interest in play and more playmates and are more critical of what they see on television.
2. Of age men, sex age spends more time watching TV than women. Boys find it harder to read than women, and TV shows mainly concentrate on the thrills boys want.
3. Intelligence Bright children of all ages derive less satisfaction from television than their less bright age mates and start losing interest in it earlier.
4. Socioeconomic status TV is more popular with tower children than higher ones. When adolescence progresses, this becomes more accurate, partially because children in the lower classes have fewer opportunities for other types of play.
5. Year for year, good students are less interested in TV than poor students. Sometimes they see it as a waste of time watching the available programs 6—public recognition. There is a close relationship between how children enjoy social acceptance and interest in television. The less interest they have in advertising, the more embraced they are, and vice versa.
6. Personality. Television refers more to personally and socially poorly-adjusted children than to well-adjusted ones. Self-bound kids watch TV more than outbound children.

Reported Effects of Television on Children

Physical Effects

Watching TV also interferes with eating and sleeping habits. Then digestion can get disturbed, and kids get less sleep than they need.

Effects on Other Forms of Play

Watching television cuts in time, mainly outdoor play with other children, for different play activities. It also leaves little time for creative play or various forms of fun.

Effects on School Work

Television presents the material in such an exciting and vivid manner that schoolbooks can hardly compete with it for the interest and attention of children. As a result, schoolbooks and schoolwork are often found boring.

Effects on Family Relationships

Television watching often restricts social interactions among family members and limits conversation.

Motivation to Acquire Knowledge

Some children are motivated to follow up on what they see on the television screen by reading to fill in the gaps in their knowledge of the subjects.

Effects on Attitudes

Characters are usually presented as stereotypes on television. So children think that all people in a particular group have the same characteristics as those on the screen. This affects the attitudes of children towards them.

Effects on Values

A steady diet of services that illustrate criminal abuse and cruelness can, in time, weaken the sensitivities of children and encourage the development of ideas that are not in line with those held by the majority of the social group. It becomes familiar and desensitized to violence that children will accept such behavior as a regular pattern of life.

Effects on Behavior

Because kids are imitators, they think that has a television program’s approval stamp must be an accepted way for them to behave. Since laws that abide by idols or heroines are less stylish than those that gain attention through violence and other unsocial actions, kids tend to identify with and imitate the latter.

Effects on Speech

Children’s language is greatly influenced by how we express it to the people on television.

Models for Life Roles

TV characters provide models for various life experiences for sex-appropriate behavior and employment. It gives kids insight into what they expect from the social group.

Effects on Beliefs

Many kids believe that anything said on television is accurate and that television advertisers know more about everything than teachers and doctors’ parents. This is likely to lead to gullibility in general.

Common Reasons Why Play Equipment is Inappropriate for Children

Danger

Many commercially produced play equipment is regulated so closely that it is rarely unsafe. On the other hand, homemade equipment can and sometimes be dangerous, whether it is a swing attached to a bough on a tree or the eyes of a button on a homemade doll. If this equipment leads to an accident, it can make children dislike playing related to the area where the accident occurred or make them afraid to engage in any new or different playing.

Adult Preferences

Because most children’s play equipment is chosen by parents or family friends, their preferences dominate the choice. Parents who have nostalgic memories of the book types they enjoyed when they were kids often give books of the same kind to their children. Suppose the kids are not interested in these books. It will so unfavorably affect their attitudes towards reading that they will avoid reading as a means of fun.

Too Little Variety

If children are interested in a specific type of play, parents are likely to provide equipment for that type and skimp on other types of equipment. This restricts children’s number of play experiences and deprives them of opportunities to try out various game types.

Selection According to Chronological Age

Nearly all play equipment manufactured is marked for ages 2-3 ages 4-6 years, etc. The underlying assumption is that all children of those ages will find the equipment suited to their play needs. This is never accurate. At their age, the more children physically and mentally deviate from the standards, the less suitable it will be for them. This will dampen their interest in playing with that equipment and may, in turn, dampen their interest in playing.

Equipment too Complex for the Child

Suppose play equipment is bought from an older sibling who has outgrown it for children to develop into or be handed down. It may be too difficult for the baby to use it without the support of others. Having to rely on others to help them use their play equipment stifles children’s confidence. But it makes them feel incompetent and inferior even more seriously.

Too simple equipment for the Child when the equipment is too simple for children’s physical and mental development. Suppose it does not provide stimulation and bores it. It makes kids hate the kind of play the equipment is meant for and can unfavorably subject them to all associated play activities. For example, books that are too simplistic for the level of intelligence of children can unfavorably cause them to read just for fun.

Equipment That is Too Fragile

Playing at each age involves exploration. If children are allowed to try it, too fragile equipment for this loses its calming appeal. This leads to remorse when children are reproved for destroying this during their investigations. In either case, if they are detrimental to their attitudes towards playing. And rob them of the benefits they might give.