The importance of childrens play and talk

The immensity of electric razorrens wanton away and talkThe first object lesson is of Js first perplex of mark making with felt tip pens and on speaking to the p bents this was his first experience of using any drawing implements.This practise came about from Js own initiation his interest was gained when he saw his infant with the pens she was sat beside him drawing a picture of what she described as a rabbit, J watched for a while then grabbed at the pen his baby asked Do you want to draw a picture , J do a sound his sister gave him a dope piece of typography and a felt tip pen. J made marks on the paper weighing up at his sister every so lots who would say wow J thats fantastic, good boy J would smile then continue to have more(prenominal)(prenominal) marks, Js sister gave him more colours J tried to pick all the pens up at once but dropped them all, he picked one up made a mark then tried a nonher he continued this effect for the while of the action mechanism. The activity was initiated and endedby J which lasted around 30 minuets. The second exercise is again by J and his first mark making and geographic expedition with tonality.This activity was adult initiated, the adult introduced a turgid rectangular blank solicits and different coloured paints with different size paint lavees. J was unsure at first and kept his distance, however moved at establish(predicate) and closer firstly poked the canvas with his riff, he picked up a brush exploring it with his sass and then fingers, he establish the brush on the shelve then mould his finger in a paint keister he looked at his finger touching it with his thumb he spue his hand on the table when he lifted his hand tally he looked at the mark the paint had made poking his finger in the mark sorrowful it around this made the mark bigger, J put his finger on the canvas the adult express what that look its Js finger, J put his finger back in the paint moving it around the can vas. The adult picked the large brush up handing it to J do you want to try the brush J took the brush he explored it with is mouth screwing his typesetters case up as the brush touched his tongue, ewwwww state the adult pulling his face put it in there pointing to the chew of paint. J looked at the pot he dipped the edge of the large brush in the paint then dragged the brush across the canvas he continued this action a few times the picked the small brush putting it into different colours using a dabbing trend he made more masks on the canvas , he held the brush in one hand then placed the other onto the canvas lifted it up looking at his hand which was covered in different coloured paint he moved it closer to his face dropped the brush poked his painted hand moving his finger around the paint , J looked at his finger then put both hands together pulling them a bankrupt them put one on the canvas looking at the adult smiling wow J thats Js hand J squealed then poked at the can vas with his painted finger. J put his hand on his face the adult laughed J then put both hands on his face laughing the adult said come on J we better get you cleaned up . Beca wont of the advance of J the activity was more about exploration and investigation and the entranceway to new experiences.Clay 1979 Goodman 1973 Smith 1971 cited in Barrat-Pugh 2000 challenged the teachingalist view of literacy drawing upon the 1970 enquiry into how children come across to look at and write their suggestions were that rendering and composing argon not isolated skills that can be taught but however the child is an combat-ready participant and the process is ongoing from birth. Arguing that rendition, theme and oral oral communication developments are interrelated, emerging over time through participation in literacy events. The childs family and community are central to this process as they provide experiences that drive on emergent literacy.The importance of childrens play and tal k is recognised in the Governments literacy and numeracy strategies where a commitment is stated to using these for reception children in their first family of school (Wood, E. 2004). The Association for wee Childhood Education recommends that practitioners make allowances for the fact that children uplift at different levels and so activities need to be considerably planned and organised, thus providing opportunities for different children to shine in different mise en scenes. The platform Guidance for the Foundation Stage in England also recommends a play-based curriculum. The practioner ineluctably to be able to plan and resource challenging learning environments and to assist childrens learning through planned play activity. The practitioner also inescapably to be able to extend and support the spontaneous play of children and encourage develop their words and communication skills through play. The practitioner also demand to ensure the childs continuity and progres sion (Wood, E. 200420). Moyles et al (2001) have argued that a learning environment that is dependent on play leads onto more mature forms of k todayledge, skills and understanding. in that location is evidence to suggest that through play children develop high levels of verbal skill and creative problem solving capabilities.Practitioners need to be capable and have a tightly organised environment if they are to mix in play into the curriculum and the child becomes a forceful player in constructing their own learning (Malaguzzi, 1993). In piece that the process is meaningful the instructor needs to understand how and what the child thinks and knows, and to be able to engage with this (Wood, 2004). Vygotsky (1933) argued that what children learn and how they learn it is driven by the social experiences and social interactions that they encounter and the development of their cerebration occurs as a result of the interaction among themselves, their environment, and more experie nced others. Thus, learning is a collaborative process, practitioners need to be cognisant however of the power relationships that exist in educational settings. Children have no overlook over the world they enter, of the pre-existing cultural practices or of the power of the expectations of others, particularly their parents and teachers (MacNaughton, 2004). Training for those who intend to work in the primal old age sector should not neglect the issue of power or the contexts in which it operates.In English preschool classrooms, learning by being active and interactive, by exploring the environment, has gained universal status (Curtis, 1998). Dewey advocated that children learn best by exploring and manipulating their environment. Isaacs (1933) also express the importance of learning by doing. She wrote that play is not the only meat by which children come to receive the world the whole of their spontaneous activity creates their psychic equilibrium in the early years.Commu nication, Language and Literacy holds the child to read a variety of different books, being able to communicate in different slipway, such as facial expressions and eye contact utilise in non verbal communication. Children should be able to communicate in order for them to participate in their society. Children should also receive simple interpret tasks and texts and authorship for different purposes. Drake, (2001) A study carried out by Halls (1987) in a literate home corner, showed that where paper, pencils, newspapers, planners, telephone directories, cookery books and catalogues were added as part of the environment. During the quatern hour days of this study, children were engaged in 290 literacy events. For example it was found that the frequency, duration and complexity of childrens play with print increased and that the objective encouraged self- let ond literacy activity. A particularly interesting finding was that children in the intervention radical often transform ed the literacy objects into something else. Another example was the cookery books became magic jinnee books, and newspapers became magazines. Language is a powerful source of signs, and empowers the child to restructure his or her environment, (Taylor and Woods 1998).There are some ways that children make connections with penning and reading, and many pathways into literacy. Writing and reading can enter fresh childrens lives in a variety of ways. Early experiences with literacy may be initiated by the child or by other sight, they may be playful or work- wish, and may take place at home, in the region or in community settings.The range and diversity of early literacy experiences suggests that there are many ways that children make connections with writing and reading, and many pathways to literacy.Literacy development often starts in youth childrens early symbol using activities in talking, in play and fantasy, in scribbling and drawing, in pretence reading and writing. B etween the ages of 1-5 children learn to use symbols they invent for themselves and those donated by the culture (Gardner Wolf, 1979, p.vii). The use of symbolswhich may include words, gestures, marks on paper, objects modelled in clay, and so forthmakes it possible to read experience, feelings and ideas. Symbols also allow children to go beyond the immediate here and now and to create notional worldsPlay consumes much of young childrens time and energy, and for many children, play is where writing and reading begin. Play is the arena in which young children make connections between their immediate personal world and activities that are substantial in the larger social world of family and community, and play is the context in which many children find ways to make culturally determine activities part of their own personal experience. When children play with writing and reading, they are actively act to useand to understand and make sense ofreading and writing dogged before the y can actually read and write. When books, paper, and writing material are among the objects children play with, important literacy learning can occur. As they experiment with scripted language, often in playful ways, children begin to learn what writing and reading are, and what they can do with them. At the same time, children can acquire a range of information and skills related to writing and reading, as well as feelings and expectations about themselves as potential readers and writers. This multifaceted body of knowledge and attitudes constitutes early or emergent literacy (Holdaway, 1979 Teale Sulzby, 1986). Play appears to have at least 2 potential links to the development of literacy First, as a typic activity, pretend play allows children to develop and refine their capacities to use symbols, to represent experience, and to construct imaginary worlds, capacities they testament draw on when they begin to write and read. Second, as an penchant or approach to experience, play can make the various roles and activities of people who read and write more meaningful and hence more genial to young children. In play the focus is on exploring rather than on accomplishing predetermined ends or goals, so there are few pressures to produce correct answers or final products. Plays non literal, not-for-real, not-for-profit orientation allows players the freedom to manipulate materials, experiences, roles and ideas in new, creative, experimental, as if ways (Bruner, 1977, p.v Garvey, 1974). Play thus creates a risk-free context in which children do not have to worry about get it right or about messing up. This freedom may lead children to discover or invent possibilitiesnew ways of doing things and new ways of thinking about ideaswhich may, in turn, lead them to new questions, problems, and solutions. Approaching writing and reading with such an experimental, as if attitude may help children realize that scripted language is something they can manipulate in a variety of ways and for a variety of purposes. Playing at writing and readingby scribbling, drawing, pretending to write, or pretending to readmay serve to blossom out up the activities of writing and reading for childrens consideration and exploration (Bruner, 1976 Sutton-Smith, 1979).While activities like talking, playing, and drawing are closely linked to writing and reading, and while their use often intertwine and overlap, there are no direct or inevitable transitions between earlierand laterdeveloped symbol systems. Whether and how children make connections between talking, playing, drawing, and writing and reading depends on the childrens interests and personalities, on what is available and valued in their particular culture, on how the people around them use writing and reading in their own lives, and how these people initiate and respond to childrens writing and reading activities. In other words, early literacy development does not precisely happen rather, it is part of a social process, embedded in childrens relationships with parents, siblings, grandparents, friends, caretakers, and teachers.Early writing activities tend to be more macroscopic than early reading activities because they involve making something. If given crayons or pencils, children commonly begin to simoleons around the age of 18 months they find scribbling interesting because it leaves a visible tracethey have made something that didnt exist before. When children encounter print in their environment, they use this visual information in their scribbling and pretend writing. Marie Clay (1975) has shown that as scribbling develops, it begins to incorporate various features of conventional written language, such as linearity, horizontally, and repetition. As children learn that marks and letters represent or stand for something, they are developing an understanding of what Clay calls the sign conceptwhich is of central importance in learning to write and read. Robert Gundlach ( 1982) has argued that beginning writers need to master the functions, uses and purposes of writing the forms and features of written language and the processes of writing. Children must learn what writing can do, and, in particular, what they can do with writing.Early literacy development is closely tied to the specifics of young childrens relationships and activities. To these relationships and activities, children bring their curiosity, their interest in communicating and interacting with others, and their inclination to be a part of family and community life. They also bring their desire to use and control materials and tools that they perceive as important to the people around themtheir urge to do it myself. And they bring their willingness to seek help from more proficient writers and readers. When they interact with more competent writers and readers, children serve as spontaneous apprentices (in George Millers phrase), learning about written language and how to use and contro l it for a range of purposes. What is the relationship between early experiences with literacy and later, long-term literacy development? There are as barely no definitive answers to this question, but as in other aspects of mental development, we assume that there is a relationship between early literacy experience and later mature literacy. How this relationship unfolds for a particular child will depend on several factors which interact with one another in complex ways. These include the childs interests, temperament and personality, opportunities at home and in the neighbourhood for writing and reading, as well as the nature and quality of the nurture the child encounters in school.Even children who do not narrate their play are enacting a narrative with their gestures. It has been shown that children engage in this kind of symbolic play more and in richer ways when they do it with a facilitating adult, usually a parent or caregiver. A typical interaction consists of a young child moving a butterfly around, guiding the toy or toys through a sequence of actions. Often it is the adult who provides the language that highlights the narrative form embedded within the childs play gestures The Emergence of stage Telling During the First Three YearsBy Susan Engel Bennington College,Bennington, VermontZero to Three Journal, December 1996/January 1997. http//www.zerotothree.org/site/PageServer?pagename=ter_key_language_storytellingAddInterest=1145