Children learn through play. Infants discover their world through
their senses and toddlers engage in play imitating events in their lives and
through indirect experiences such as stories which becomes the foundation for
imaginative play.
Our activities are guided by the ages of the children in care and
the interests they display. Weekly and seasonal themes are the foundation in
which we use to plan our learning activities. We have designated Story time each
day allowing them to expand their imaginations and role playing activities.
There are day trips to museums, farms, etc. broadening their sense of community
and culture. Individual and group play help develop and understand their
individual differences and social development.
their senses and toddlers engage in play imitating events in their lives and
through indirect experiences such as stories which becomes the foundation for
imaginative play.
Our activities are guided by the ages of the children in care and
the interests they display. Weekly and seasonal themes are the foundation in
which we use to plan our learning activities. We have designated Story time each
day allowing them to expand their imaginations and role playing activities.
There are day trips to museums, farms, etc. broadening their sense of community
and culture. Individual and group play help develop and understand their
individual differences and social development.
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Definitions in relation to children's learning;
Cognitive development:
The development of the ability to imagine, perceive, reason and problem solve.
Free play:
Play which is child-led play, without the constant interference or involvement
of an adult.
Imaginary Companion:
A type of role-play in which children impersonate characters by creating pretend
identities and interact with stuffed animals and invisible characters.
Imitation:
Purposeful reproduction of another's body movements, whether novel or familiar.
Individual differences:
The aspects of people's personalities that make them different from other people.
Narrative absorption:
"Seeing" or experiencing a fictional scene as vividly as if one were personally experiencing it.
Object substitution:
A type of pretend play in which an object (real or imagined) can be used "as-if"
it were another object (e.g., pretending a block is a car or pretending with an imagined car).
Parallel play:
When children play along side others but do not interact.
Perspective taking:
The ability to step outside one's own perspective and adopt the perspective of another person.
Pretend play:
Acting "as-if" something is real when it is not. The term is also used interchangeably with other related terms such as dramatic play, make-believe play, imaginative play, and fantasy play. The fact that pretend play goes by so many names highlights its complexity and the numerous interpretations of this behaviour.
Role play:
A type of pretend play in which children create imaginary roles or characters,
and act "as-if" they are another character or animal (e.g., Batman or a cat).
Sensorimotor play:
The exploration of sensations and movements through play.
Social development:
The ways in which individuals' social interactions and expectations change across the life span.
Structured play:
Play which is adult-led, guided and planned.
Theory of mind:
The understanding that behaviour is guided by unobservable mental states, such as beliefs, intentions and desires.
Source:http://www.childrensmuseums.org/programs/playingforkeeps.htm#resources
Cognitive development:
The development of the ability to imagine, perceive, reason and problem solve.
Free play:
Play which is child-led play, without the constant interference or involvement
of an adult.
Imaginary Companion:
A type of role-play in which children impersonate characters by creating pretend
identities and interact with stuffed animals and invisible characters.
Imitation:
Purposeful reproduction of another's body movements, whether novel or familiar.
Individual differences:
The aspects of people's personalities that make them different from other people.
Narrative absorption:
"Seeing" or experiencing a fictional scene as vividly as if one were personally experiencing it.
Object substitution:
A type of pretend play in which an object (real or imagined) can be used "as-if"
it were another object (e.g., pretending a block is a car or pretending with an imagined car).
Parallel play:
When children play along side others but do not interact.
Perspective taking:
The ability to step outside one's own perspective and adopt the perspective of another person.
Pretend play:
Acting "as-if" something is real when it is not. The term is also used interchangeably with other related terms such as dramatic play, make-believe play, imaginative play, and fantasy play. The fact that pretend play goes by so many names highlights its complexity and the numerous interpretations of this behaviour.
Role play:
A type of pretend play in which children create imaginary roles or characters,
and act "as-if" they are another character or animal (e.g., Batman or a cat).
Sensorimotor play:
The exploration of sensations and movements through play.
Social development:
The ways in which individuals' social interactions and expectations change across the life span.
Structured play:
Play which is adult-led, guided and planned.
Theory of mind:
The understanding that behaviour is guided by unobservable mental states, such as beliefs, intentions and desires.
Source:http://www.childrensmuseums.org/programs/playingforkeeps.htm#resources