Role of Play
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Play is an important activity that involves a child’s total self and the use of various forms of energy. It has been demonstrated to be the single most significant provider of both social and intellectual development in middle school children, thus making it as important as food. Through play, a child can gain relief and balance in their day to day activities.
Children do not grasp every content through directions but experiences and mainly through their activities. Consequently, it means that the environment they grow in determines their social behavior. Through team play, the children can develop the ability to empathize. This involves putting oneself in another’s shoe, something that creates a sense of empathy or sensitivity towards the emotions of others, thus making them capable of sustaining social relations. Children equally learn to share as grabbing things to oneself makes them improper in the team play. Additionally, healthy competition is developed in middle school during team play. When children contest arbitrary goals, they understand that in a competition, there will always be a winner and a loser. The child, therefore, becomes aware that he or she can either win or lose. They also develop an understanding of sex roles during team play. They acquire the roles to commensurate with the social gender and norms; this includes learning rules, imitations, and compliance (WA, 1984). The child also develops the ability to make eye contact in communication to convey or perceive certain information.
On the other hand, intellectual development involves gaining the power understanding and the capacity for advanced forms of acquaintance or thought. Children tend to play to a level of their intellectual development. They obtain knowledge and form concepts about their surrounding as they play. Team play enables children to learn problem-solving skills. As they play, they come across given problems that they have to solve first to proceed with the play; thus, problem-solving skills are nourished. Team play also provokes thoughts; for instance, when a child plays, they pretend and demonstrates the role of another. For example, pretending to be a teacher (Christie, J., & Johnsen, E. 1983). This involves a lot of imagination and memory, thus promoting thinking capacity. Children are also able to make observations. They learn well through observing; they can see and analyze activities. This enables them to acquire new skills, thus become intellects.
Play enables children to advance from the pre-logical to the logical stage. For instance, when playing with clay, the child gets a chance to realize that moulding can transform shape and mass. Conservation play, consequently, supports children in transforming from pre-logical to logical thinking stage.
In conclusion, social development and intellectual development are critical aspects of a child’s growth and parents; thus, guardians are encouraged to ensure that their children get to engage in team play. Researchers argue that play gives children the reason for reality and also offers the assurance of a long healthy life.
Reference:
Christie, J., & Johnsen, E. (1983). The Role of Play in Social-Intellectual Development. Review of Educational Research, 53(1), 93-115. Retrieved April 29, 2020, from www.jstor.org/stable/1170328
WA, C. (1984). Development During Middle Childhood: The Years From Six to Twelve. Washington DC: National Academic Press.