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Power of Play (social skills (turn-taking, colloboration, empathy, self…
Power of Play
social skills
turn-taking
colloboration
empathy
self-regulation
impulse control
motivation
sharing
helping
confidence
asking for help and support
Teacher Self-Identity
role of the teacher
self-awareness
deep knowledge of child development
patience
trust
playful practitioner
friends important for
companionship
protection
independence from family
co-operation
Trauma
transitions
uncertainty
feelings of not being safe
play may de-motivate these children
Pleasure and Satisfaction
encouraged extension of interests
encourages creativity
friendship
playing overcomes boundaries
cultural
gender
ability
Vygotsky
play as scaffold
ZPD
role of language
negative attitudes of adults
middle class parents less likely to allow risk-taking
litigation
unusual for free-play to occur in school settings?
children need to finish tasks at their own pace
relax, knowing they are not being judged
Empathy
understanding own feelings
feelings of others
sense of community
identity
possibly unsavoury influences
strengthening protective friendships
sophisticated attachment systems
Piaget
essential for cog development to experience the world in three dimensions
curricular demands
time constraints
prep of resources and materials
Cognitive Development
Emotional Well Being
Social Development
Risk, Challenge Outdoor
challenging boundaries
risk assessment and management
possible boundaries to inclusion of disabled children
Man-made outdoor areas must be maintained so children feel their play is respected
Health and Safety concerns
independence from family
impulse control
language skills
problem solving
gaining perspective
memory
representational skills
creativity
teamwork and competition
exercising choice
cause and effect
self-esteem
impulse control
resilience
therapeutic working out of every-day life
might also reinforce boundaries
disabled/disadvantaged children?
School Break-times
infant screening tests