The role of play in the curriculm for young children with special Term Paper

The role of play in the curriculm for young children with special needs - Term Paper Example It is believed that such pedagogy enables young children to begin the process of early learning (Open University, 2009). During play, â€Å"children demonstrate improved verbal communications, high levels of social and interaction skills, creative use of play materials, imaginative and divergent thinking skills and problem-solving capabilities† (Wood, 2004, p. 21). Play offers many benefits. It engages the mind to actively imagine various scenarios for fun or for problem-solving. Babies and toddlers display play in motion and we observe that they do it to get to know their world – how things work, how people react, etc. They get to explore and discover things that otherwise they will not learn about if they do not actively engage in play. Free exploration is considered Heuristic play by Holland (2003). It is encouraged without adult intervention. Adults simply provide simple materials and allow the child to just be and let his imagination take off . â€Å"The child lea rns from observing directly what these objects will ‘do’ or ‘not do’, in sharp contrast to much of the ‘educational’ equipment which has a result predetermined by the design which has been devised by the adult maker (Holland, 2003, p. 142). Heuristic play will not only stimulate a child’s thinking, but it also develops his creativity as he will see in his mind endless possibilities in imaginatively transforming ordinary objects into various things with various functions. Play has value in all the developmental areas of children (Macintyre, 2003). Unwittingly, children delight in games that stimulate thinking. Such cognitive benefits extend to their real lives as they make decisions, compare and contrast things, use their imaginations and thinking critically and creatively. Play also engages the body. Certain games involve gross and fine motor coordination. It also helps to expend the stored energy within them, willing to be set free. Run ning around, jumping, tumbling and other physical activities help them be physically fit as well as release tension. Active play develops their muscles, agility, flexibility and endurance. It is the foundation of one’s potential for certain sports. Socially, play coaxes a shy child outside his shell. Play fosters the development of friendships. As children play with other children or adults, they get to know about how other people behave, think and feel. They also get to learn socially acceptable behavior like not hurting others and playing fair. Most importantly, they get to know themselves better- how they react to certain situations in the play setting. Vygotsky (1978) believed that children’s intellectual development is influenced more by social context than by individual experiences. His theory places a great deal of emphasis on effective social interaction. Bingham (2008) cites Vygotsky (1978) as he writes: â€Å"Play creates a zone of proximal development of th e child. In play the child always behaves beyond his average age, above his daily behavior; in play it is as though he were a head taller than himself." He defined the ZPD as the distance between a child’s independent problem-solving level and that obtained under adult guidance or in collaboration with more capable peers (Wertsch, 1985). A young learner’s exposure to peers, teachers and other adults and learning materials greatly influences his development. â€Å"Such cognitive apprenticeships are, of course, inherently reliant on a