1 / 33

PLAY IS NOT A FOUR LETTER WORD!

PLAY IS NOT A FOUR LETTER WORD!. MS SWATI POPAT VATS. Play and brain growth. The hand and the brain need each other- Neurologically, "a hand is always in search of a brain and a brain is in search of a hand," as Wilson likes to say.

alia
Download Presentation

PLAY IS NOT A FOUR LETTER WORD!

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. PLAY IS NOT A FOUR LETTER WORD! MS SWATI POPAT VATS

  2. Play and brain growth • The hand and the brain need each other- Neurologically, "a hand is always in search of a brain and a brain is in search of a hand," as Wilson likes to say. • use of the hands to manipulate three-dimensional objects is an essential part of brain development. • All over the world, kids play with blocks, push around toys, throw balls, this is constantly fertilizing neural growth

  3. BUT MY CHILD DOES PLAY! Researchers have also observed that when children played in an environment dominated by play structures rather than natural elements, they established their social hierarchy through physical competence; outdoor commercial games like soccer, jungle gym, ball pool and the colour bubble at mac’s promote one upmanship, aggression and hence lead to a hyper stressed out child, whereas if in a open lawn , they do not compete

  4. Monster toys • these toys set the agenda forthe child. It's not the child figuring out what to do next; it's the device that decides. • they make them loners • They lead to addiction • Language and communication suffers • And in extreme cases leads to obesity, health problems and even blood clots

  5. Play deprivation • Some experts argue that “play deprivation" can lead to depression and hostility in children. After all, if you never had a break, you might get depressed, too!

  6. Importance of rough-tumble play • physical exertion of rough and tumble play also supports cardiovascular health. • And, because rough and tumble play is so physical, children get many of their vital touch needs met through the play. • Because the preschool period is a critical period for children to develop both physically and emotionally, rough and tumble play for preschoolers is invaluable."

  7. “SMALL CHILDREN ARE NATURALLY FIDGETY.” • “NAUGHTY CHILDREN CANNOT SIT STRAIGHT” • NOW READ THE HEADING, DO YOU GET THE PICTURE? • SO, INVOLVE MORE SMALL MUSCLE MOVEMENTS IN LONGER SESSIONS. SMALL MUSCLE EXERCISE STIMULATES BRAIN GROWTH

  8. CHILDREN LIKE TO DO THE FOLLOWING, DOES YOUR ENVIRONMENT PROVIDE OPPORTUNITIES FOR IT?

  9. GAMES THAT DEVELOP IMPULSE CONTROL • Traditional games: • Red Light, Green Light • Simon Says • London Bridge • Freeze Tag • Ready, Set, Go! (child must wait for “Go!”)

  10. Playing Simon Says is fun, but it is also an exceptional method for teaching impulse control. • Impulse control, which has been extensively-Studied-by scientists, is consid­ered an important early predictor of later success in school and in life.

  11. Impulse Control and Compliance • It makes sense that when children are more capable of controlling their actions, they are more capable of complying with adult demands. • When we ask them to wait their turn, wait in line, or let others use the crayons, for example, we are asking for impulse control.

  12. Scott Eberle, historian of play New York feels that most people go through a six-step process as they play • Anticipation, This leads to... • Surprise, This produces ... • Pleasure, Next we have... • Understanding, the acquisition of new knowledge, leading to ... • Strength, the mastery that comes from constructive experience and understanding, this results in... • Poise, grace, contentment, composure, memory, understanding and a sense of balance in life.

  13. FUNCTIONS OF THE BRAIN • MEMORY • INTELLIGENCE • LOGIC

  14. ONE OF THE MAIN FUNCTIONS OF THE BRAIN……..INTELLIGENCE STEPS FOR INTELLIGENCE • ATTENTION • PROCESSING • MEMORY • RETENTION

  15. POSITIVE EMOTIONS ENHANCE MEMORY STRATEGIES THAT ENHANCE ATTENTION, PROCESSING, MEMORY AND RETENTION

  16. COLOURS ALSO STIMULATE MENTAL ALERTNESS AND MEMORY

  17. AROMA AND COLOURS…… • COLOURS ENHANCE BRAIN FUNCTIONS • YELLOW, BEIGE AND OFF-WHITE ARE OPTIMAL FOR LEARNING • RED, ORANGE AND YELLOW SPARK ENERGY AND CREATIVITY.

  18. Scott Eberle, historian of play New York feels that most people go through a six-step process as they play • Anticipation, This leads to... • Surprise, This produces ... • Pleasure, Next we have... • Understanding, the acquisition of new knowledge, leading to ... • Strength, the mastery that comes from constructive experience and understanding, this results in... • Poise, grace, contentment, composure, and a sense of balance in life.

  19. TOY SELECTION FOR BRAIN DEVELOPMENT SELECT THE RIGHT TOYS AND HELP YOUR CHILD PLAY HIS WAY TOWARDS A SMART LIFE.

  20. Learning styles and toy selection- • Looker • Listener and • Mover

  21. How the 9 intelligences can be developed through play- • These included; linguistic intelligence (“word smart”); • logical mathematical intelligence (“number/reasoning smart”); • spatial intelligence (“picture smart”); • bodily-kinesthetic intelligence (“body smart”); • musical intelligence (“music smart”); • interpersonal intelligence (“people smart”); and • intrapersonal intelligence (“self smart”). • he added an eighth intelligence; naturalist intelligence (“nature smart”).

  22. TE WHARIKI AND 9 WAYS OF CHOOSING TOYS • EMPOWERMENT- • toys should be able to make children independent rather than dependent. • HOLISTIC DEVELOPMENT- • try choosing toys that develop more that one skill

  23. TE WHARIKI AND 9 WAYS OF CHOOSING TOYS • FAMILY AND COMMUNITY- • The level of children's play rises when adults play with them. • And "joining in" is different from controlling. Controlling makes children follow their parents' agenda and does not lead to as much cognitive development as when parents follow their children's lead. Choose toys that are like group projects • RELATIONSHIPS- • In dramatic play children are guided by the basic principles of play. • When children follow the rules of make-believe and push one another to follow those rules, they develop important habits of self control.

  24. TE WHARIKI AND 9 WAYS OF CHOOSING TOYS • WELL BEING- • toys should make children feel safe, any kinds of games of play that bring about fear or anxiety would not be good for the well being of the child • 6. BELONGING- • toys must belong to the child, let him put them away, let him decide and let him take care. Toys that always need adult supervision while playing will not inculcate a sense of belonging in the child

  25. TE WHARIKI AND 9 WAYS OF CHOOSING TOYS • .7. CONTRIBUTION- • the child should be able to contribute in the play or in the use of the toy, toys that work on their own will breed boredom that leads to frustration and violence • 8.COMMUNICATION- • language development is one of the important skills developed through play and toys, ensure that correct toys are selected to enhance this.

  26. TE WHARIKI AND 9 WAYS OF CHOOSING TOYS • 9. EXPLORATION- • allow children the chance to explore the entire toy, do not interfere or lead the game. A sense of exploration and excitement is an integral part of all learning and play

  27. Let’s save play……. When enough people raise play to the status it deserves in our lives, we will find the world a smarter place for kids.

More Related