Play = Learning: How Play Motivates and Enhances Childrens Cognitive and Social-Emotional Growth

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Play = Learning

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Promoting Young Children’s Social and Emotional Health | NAEYC

Ratings and Book Reviews 0 0 star ratings 0 reviews. Overall rating No ratings yet 0. A growing body of evidence suggests that emotional development and academic learning are more closely intertwined in the early years than was previously understood Heller et al. Social-emotional development, school readiness, teacher—child interactions, and classroom environment. Early Education and Development , 23 6 , — Heller et al. In Western Australia, kindergarten refers to noncompulsory programs for 4-year-olds that are usually located on primary school sites. Belonging, being and becoming: Early years learning framework.

Canberra, Australia : Author. The social and emotional environment of the classroom is affected by these factors, explicitly and implicitly. This article examines three individual case studies, which have been drawn from a larger study where there were eight participants. The cultural nature of human development. Guided participation sits within the interpersonal focus of analysis, which is an examination of the relationship between individuals and the people around them, as well as what they are doing. Rogoff Rogoff, B.

Although not directly applied in this theoretical framework, they are useful to know in understanding guided participation. Specifically, the personal focus of analysis centers attention on what is happening with the individual. The cultural-institutional focus of analysis considers the cultural history and community expectations, as well as national and educational policies.

The complexity and dynamicity of these processes are realized when interactions between social partners engaged in cultural activity are examined Rogoff, Rogoff, B. Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. Hall , P. Soler Eds. London, England : Sage Publications. Guided participation also refers to the direction offered by cultural and social values, as well as social partners. Children do not necessarily need to be participating in joint activity to adapt new ways of knowing and interacting.

This can be observed through the ways children begin responding in social situations, taking increased responsibility of their participation in cultural activity. This article focuses on how social and emotional development is introduced and reinforced through guided participation in three kindergarten classroom contexts. Specifically, these elements are effective environments physical and psychological , relationships between child and teacher, child and peer, and child and adults , and play Kirk, Kirk, G.

Kirk Kirk, G. For a deeper understanding, we will define each separately before attempting to define them as one term. Social development is explained as learning the values, knowledge, and skills that enable children to relate to others effectively and to contribute in positive ways to family, school, and the community.

Integral to this is the knowledge and understanding of emotions. Emotional understanding implies the ability to recognize emotions and regulate strong emotions to maintain effective relationships with others. Developmental Review , 37, 41 — Sprung et al. However, with little consensus on the definition of social and emotional development, the literature is increasingly referring to this domain in terms of the five interrelated competency clusters identified by the Collaborative for Academic, Social, and Emotional Learning CASEL.

Effective social and emotional learning programs: Preschool and elementary school edition. Chicago, IL : Author.

Child Development , 82 1 , — Table 1 summarizes social and emotional skills and strategies. Social and emotional skills and strategies. Halle and Darling-Churchill Halle, T. From a sociocultural perspective, social-emotional skills and strategies are developed as children participate in sociocultural activity. The changes children make due to their involvement in sociocultural activities are indicative of participatory behaviors that occur in the personal focus of analysis Rogoff, Rogoff, B. Children internalize a set of social-emotional skills and strategies that enable them to understand and manage emotions, set and achieve goals, appreciate the perspectives of others, feel and show empathy for others, establish and maintain relationships, make responsible decisions, and handle interpersonal situations constructively.


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This repertoire of social cognitive skills also fosters positive communication behaviors that promote relationship management Scorza et al. The development of these skills and strategies represents the internalization of culturally produced sign systems that bring about behavioral transformation and build the bridge between early and later forms of individual development Vygotsky, Vygotsky, L. Mind in society: The development of higher psychological processes. Assessing quality in early childhood education and care.

European Journal of Education , 49 2 , — The contribution of mixed methods to recent research on educational effectiveness. Teddlie Eds. Thousand Oaks, CA: Sage. In particular, this research suggests that process psychological quality is essential in higher quality programs. Teacher—child interactions in classrooms process quality have been researched extensively by Heller et al.

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