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EDLT115 Group Reading Response Name: Emily Burton Student Number: 220069288

EDLT115 Group Reading Response Name: Emily Burton Student Number: 220069288 Group Members: Natalya Bretherton Emily Birks Tameika Allport Emily Davis Sharnard Cowan. C o ntents. Gr o up Reflecti o n .

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EDLT115 Group Reading Response Name: Emily Burton Student Number: 220069288

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  1. EDLT115 Group Reading Response Name: Emily Burton Student Number: 220069288 Group Members: Natalya Bretherton Emily Birks Tameika Allport Emily Davis Sharnard Cowan

  2. Contents

  3. Group Reflection • Collected evidence from individual and group reflection shows that childhood play has a considerable roll in adult life. • Theories acknowledge that children who participate in play can expect an increase in cognitive, social and emotional development. This allows skills and abilities to develop earlier in life, including; confidence, coordination, body awareness and social skills. Skills such as these are used extensively throughout the duration of adulthood and therefore validate the importance of childhood play and it’s role in adult life. • Imaginative play expands a child’s cognitive and socio-emotional development because play encourages the imagination to experiment. When one reflects on their childhood play, the effect it has on adulthood is evident. (Vialleet al, 2005:63). An example of imaginative play is children pursuing roles of adult occupations or roles; doctors and nurses, hairdressers, and mothers and fathers. In this instance, children are portraying what they have experienced.

  4. Concept Map “This is my theory of children’s cognitive development!” Structuralism Initial mental structures are modified through experience Organisation Existing mental structures and experience combine. Children become intellectual beings Functional Invariants The child adapts to new experiences Piaget’s Stages of Development Assimilation Comparing new information with old information to make sense of it. AccommodationAccepting new concepts. Making sense of new information The equilibration of assimilation and accommodation is key to developmental change Piaget’s stages of child development are influenced by contextual factors.

  5. Piggy Bank! Game Age 8 yrs old Aim To discover and explore what a certain amount of money looks like. Materials - - - Method 1. Children find two ways that a certain amount of money can be made. 2. Children bank the money if they are correct.

  6. Game • Overview • ‘Piggy Bank’ is Mathematics game wherechildren practice counting money by problem solving . The game is hands on and teaches practical life skills; counting money. • The game of ‘Piggy Bank’ Can be played in pairs or teams this encourages interaction and interpersonal skills. The age appropriation of ‘Piggy Bank’ falls into Piaget’s concrete operational stage of development. • This stage occurs when “children are able to fully apply logic in their operations • and are no longer erroneously influenced by salience in appearance” (Vialle, Lysaght, Verenikana: 2005) This game also uses the operation of classification • which links to Piagets’ theory because “Classification involves the ability to form groups and subgroups of objects” (Vialle, Lysaght, Verenikana: 2005) • Reference: Psychology for Educators 2005, Wilma Vialle, Pauline Lysaught, Irina Verenikina.

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