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Theme 2: Play as a leading activity. - Coggle Diagram
Theme 2: Play as a leading activity.
Vygotsky's theory: Self-regulation and play.
Role of play: Play serves as the primary activity for kids in early childhood, facilitating the development of self-regulation.
Adult mediation in play: Adults play a role in facilitating self-regulation through play. They provide dialogue to resolve conflicts, offer tools and create stimulating environments.
Self-regulation development: Is initially externalised and mediated by caregivers, gradually internalised by the kid. It involves controlling impulses, delaying gratification, and planning actions.
Language and motivation: Language and social interaction, helps internalise new learning and regulate behaviour. Motivation is needed for engagement in play, making play spaces inviting and stimulating.
Comparison with Piaget: Unlike Piaget's focus on individual construction of knowledge, Vygotsky highlights the importance of social interactions in shaping cognitive development.
Practical implications: Time should be allocated for play as it fosters self-regulation and cognitive development. Having structured play environments and adult mediation enhance learning experiences.
Overview: Emphasises the impact of different factors on a kid's development. It focuses on how kids develop through social interactions and internalisation of cultural tools.
Griffiths Scale of Mental development.
Play is described as a crucial time for kids to engage in activivties, such as problem-solving and language development.
The scales are widely recognised tools for assessing young kid's development
Ruth Griffiths' philosophy emphasises the importance of play and a holistic understanding of CD.
Griffiths advocated for a broad-based approach to understanding mental development.
Kids' basic avenues of learning according to Griffiths.
The development of habits and social responses gradually overlays these physiological rhythms, leading to the emergence of conative drives.
The brain's development progresses continually, with full cortical abilities not coming online until later childhood or adolescence.
Griffiths identified fundamental aspects of CD, starting with physiological functions and awareness of physical needs.
Griffiths's holistic model illustrates the basic avenues of learning, including social background, physiological functions, locomotor skills, manipulative abilities, speech, and hearing.
Observing mental processes in growing kids.
Periodic re-examinations are essential to track developmental trends and establish baselines.
Clinical judgment is necessary to differentiate between intellectual and neurophysiological or socio-emotional factors in development.
Psychologists can best observe kids' mental development through comprehensive assessments that consider motor skills, social interactions, and cognitive abilities.
Earliest beginnings of childhood mental development.
From birth, kids adjust to physical rhythms and gradually become aware of their social environment, reacting positively or negatively to stimuli.
Basic avenues of learning:
4 avenues of learning: Physiological functions and organic movements, locomotor development, manipulative abilities, and speech and hearing.
These avenues encompass the kid's exploration of the physical environment, development of motor skills, and acquisition of language.
Griffiths posited that the earliest beginnings of childhood mental development primarily rest on physiological functions and a kid's awareness of their needs.