The term paper deals with the importance of play for children. The following explains how children learn and to what extent playing has an influence on the child's development. It is also named how playing promotes children's development.
In addition, it illustrates how we - as adults - can act to support children in their play in an accompanying and attentive way.
Finally, the different forms of play with their functionalities are presented, as well as the necessary framework conditions that a child needs for healthy play.
Table of contents
1. Introduction
2. Play and learn
2.1 What is game?
2.2 How children play and learn
2.3 What children need to play
3. Classification of game forms
3.1 The 16 forms of play
3.2 Forms of play according to Jean Piaget
3.2.1 Practice game
3.2.2 Symbol game
3.2.3 Rules game
3.3 The free spin
4. The importance of the game
5. How adults can support children
6. Concluding remarks
Bibliography
1. Introduction
... man is only fully human where he plays (Friedrich Schiller, 1759 - 1805)
The present term paper deals with the importance of play for children. The following explains how children learn and to what extent playing has an influence on the child's development. It is also named how playing promotes children's development.
In addition, it illustrates how we - as adults - can act to support children in their play in an accompanying and attentive way.
Finally, the different forms of play with their functionalities are presented as well as the necessary framework conditions that a child needs for healthy play.
2. Play and learn
Playing is learning and learning is play.
(Dr. Armin Krenz)
2.1 What is game?
We all know what is meant by the term "game" and yet there are difficulties in the definition1. Although there are different definitions of the game, there is agreement on the importance of the "free action" of the game2. In addition, Pausewang adopts the definition from the Dictionary of Pedagogy as follows:3: "The game is voluntary, self-determined and purposeless for its own sake and free of external constraints. It takes place detached from the seriousness of everyday life and activates fantasy ideas. It makes it possible in the acting debate (...) Experiences of reality and the processing of everyday problems." Furthermore, Pausewang emphasizes that learning processes take place through the game, "which are of great importance for social, cognitive and psychomotor development".
To this day, two basic statements by Huizinga and Caillois have prevailed, which states:
"Play is a voluntary action or occupation, which is voluntarily accepted within certain fixed limits of time and space according to necessarily binding rules, has its goal in itself and is accompanied by a feeling of tension and joy and an awareness of "otherness " than the "extraordinary life"." 4
Thus, playing is probably the healthiest activity a child can take. And it seems like kids can play anytime, anywhere. Because playing is not just a pastime, but according to Dr. Krenz5 the game is the child's profession - after all, it is during the game that a child acquires his skills. Nevertheless, one should not ignore that exactly this statement is controversial, because according to Pausewang6 Play must not be considered the child's work - even if it is exhausting for the child. A demarcation between play and work must remain clear, as work is more about the result and the performance. And even if the game is often about a result, the focus here is still on the appeal and the fun. And yet, playing must not simply be seen as a leisure activity. For this, the importance of play for a healthy physical, psychological and social development of the child is too decisive.
2.2 How children play and learn
Here it is agreed that play and learning are directly related. They form a unity, because children learn through play7. It even becomes clear that children want to learn while playing and therefore they also play very specific games, because that's how they learn8.
Children learn in very different ways: They imitate, they try, they experiment, they repeat, they practice, they ask questions and look for answers, they tell and listen, they want to discover and they research9. They want to know exactly how something works and whether they will eventually succeed. You can do exactly the same thing over and over again. Fritz speaks here of a comparability with "the mechanism of repetition compulsion."10 These recoveries also have a kind of ritual character, as worldly people, princes and fishermen notice.11
During the game, it is increasingly about an active activity, which is composed of a wide variety of learning opportunities. The child makes his own experiences and is confirmed in his actions as well as in his mental assumptions. In this way, it is that children discover their views and attitudes to build their skills and competences. Therefore, it is said that playing has a significant influence on the child's learning potential as well as on all areas of child development. Because here it is that children acquire elementary prerequisites for their entire educational career: Ability to concentrate, creativity and independence. By building or constructing something, their ability to abstract and their logical thinking are challenged, just as mathematical skills are developed in shop games, for example.
During the game, children learn with all their senses - that is, they perceive with all their senses: They hear, see, smell, taste, touch, feel their own body and move with their body. Perceiving with all the senses is particularly important for children so that they develop physically, mentally and emotionally healthy.
In play, it is also that children develop their identity and personality. They acquire knowledge about their own strengths and abilities, but also about their own limits. The language, the social interaction, but also rules, help the children to shape interpersonal relationships. Even if conflicts arise, they can be treated and tested differently in the game.12
Fritz suggests that the game "makes possible a wealth of satisfactions of the desire (e.g. Assumption of attractive roles such as father and mother...)" (...) but it can also "Unpleasant and tense things contained (e.g. visit to the doctor, corporal punishments, mother's journey)." (...) The game is based on the experiences of the child, who processes them in the game13 Pausewang gives a concrete example: "In order to understand and process conflicts and limitations that the child had to cope with in reality, he must be allowed to re-enact them, for example in role-playing or by building a tower that he knocks over and recreates." 14 Furthermore, Pausewang points out that children can try out certain behaviors in the game. Because even less beautiful situations in the game do not have the consequences that they would have in reality. Fritz clarifies: "The game entices the child to deal with the external reality and to appropriate it. The child cannot really experience the external reality if he does not succeed in recreated and empathize with it with the help of the game." 15
Such numerous skills and abilities, which are important for later life, arise from the aforementioned gaming experiences. Only when the child has 'finished learning' - that is, when the activity no longer offers any learning stimulus or when something is no longer fun - only then does the child stop playing.16
2.3 What children need to play
Children do not necessarily need high-quality toys, as we often think. Because what functions as a toy in everyday life is left to the child's imagination itself. Things like stones, pots, spoons or egg cartons can keep the child intensely occupied. Nevertheless, it is pedagogically important to use play material, which is specially produced for the entertainment and promotion of the children. These include elementary toys, such as building blocks, crayons, dolls and cuddly toys, but also board games, balls and bouncy ropes.
What is often underestimated is the fact that children need enough playtime. According to a study17 play researchers assume that children (have to) play for about 15,000 hours up to the age of six. That's about seven to eight hours a day.
Prof. Dr. Hans Scheuerl, one of the best-known pioneers of game research, formulated it as follows: "Playing and playing is such an irreplaceable field of experience and experience without which we would all be poorer." 18
In addition to the playtime, children need appropriate play conditions in order to promote their play behavior. These include: Sufficient space, adequate playing material, freedom of choice and peace. Elschenbroich makes it clear that children do not want to be played on19. Furthermore, it makes sense to grant toy-free times every now and then. Here it becomes clear that children suddenly become very active, that they develop new ideas for games use their imagination to create the necessary themselves. Pieces of furniture, pieces of wood, tablecloths, sheets and many other everyday objects suddenly become interesting and exciting toys.
Above all, however, the children perceive each other much more strongly and both imagination and creativity are stimulated. Suddenly, ordinary everyday objects can be attractive and occupy the child intensively. Elschenbroich draws attention to the fact that children are basically interested in all objects in their environment, "but everyday objects can also impress them" as well as very simple building blocks.20
3. Classification of game forms
There are different classification attempts with regard to the possible forms of play. Differentiated ways of looking at things can arise depending on the learning objective.
[...]
1 Weltzien, D./ Prinz, T./ Fischer, S.: Spiel und kindliche Entwicklung, in: Kindergarten heute, wissen kompakt, Das Spiel des Kindes (2013), p. 6
2 Dr. Armin Krenz: „Das Spiel ist der Beruf jedes Kindes!“ Das kindliche Spiel als Selbsterfahrungsfeld und Bildungsmittelpunkt für Kinder
3 Pausewang, Dem Spielen Raum geben, p. 10
4 Johan Huizinga, Homo Ludens: Vom Ursprung der Kultur im Spiel, 2004
5 Dr. Armin Krenz: Das Spiel ist der Beruf des Kindes: das kindliche Spiel als Grundlage der Persönlichkeits- und Lernentwicklung von Kindern im Kindergartenalter
6 Pausewang, Dem Spielen Raum geben, p. 10
7 Höke, Julia: Die Bedeutung des Spiels für die kognitive Entwicklung (2011), in: KiTa Fachtexte,
8 Ibid., p. 13
9 Höke, J.: Die Bedeutung des Spiels für die kognitive Entwicklung,
10 Jürgen Fritz, Theorie und Pädagogik des Spiel, Weinheim und München 1993, p. 22
11 Weltzien, Prinz, Fischer: Spiel und kindliche Entwicklung, p. 10
12 Weltzien, Prinz, Fischer: Spiel und kindliche Entwicklung, p. 6
13 Fritz, Theorie und Pädagogik des Spiels, p. 21
14 Pausewang, Dem Spielen Raum geben, p. 11 ff.
15 Fritz, Theorie und Pädagogik des Spiels, p. 35
16 Pausewang, Dem Spielen Raum geben, p. 13
17 Dr. Armin Krenz: Kinder spielen sich ins Leben – Der Zusammenhang von Spiel- und Schulfähigkeit (2001), in WWD, Ausgabe 75
18 Dr. Armin Krenz: Das Spiel ist der Beruf des Kindes: das kindliche Spiel als Grundlage der Persönlichkeits- und Lernentwicklung von Kindern im Kindergartenalter
19 Elschenbroich, Donata: Der Königsweg des Denkens, Die Zeit, 2011
20 Ibid.
- Citation du texte
- Noah Prodan (Auteur), 2015, The importance of play for the development of the child, Munich, GRIN Verlag, https://www.grin.com/document/1175752
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