| > | | | | the development of skills, although some lead to the |
| Too many parents consider play as simply a means | | | | acquisition of information. |
| of diverting and distracting their children. Playthings | | | | #2. Arts and Crafts |
| are often seen as a means of keeping children | | | | Arts and crafts give children many opportunities to |
| happy, rewarding them, keeping them out of | | | | express their desire to make things. Crayons, paints, |
| mischief, and giving parents free time. It is actually | | | | clay, construction paper, scissors and paste, wood, |
| crucial their development! Here is how you can help | | | | leather, felt, and cardboard are among the materials |
| and have fun at the same time. | | | | that help children develop their creative imaginative, |
| Too many parents consider play as simply a means | | | | and aesthetic abilities. Arts and crafts also develop |
| of diverting and distracting their children. Playthings | | | | skills in manipulation, perception, and analysis. |
| are often seen as a means of keeping children | | | | #3. Construction Play |
| happy, rewarding them, keeping them out of | | | | Construction play involves assembling objects from |
| mischief, and giving parents free time. | | | | what are usually prefabricated parts. It is less |
| Not often enough do parents think of play and toys | | | | creative than arts and crafts, but is also useful in |
| as fundamental aspects of a child's education, as a | | | | developing many skills. Putting together a set of |
| means through which children learn to understand the | | | | railroad tracks and trains is a form of construction |
| world around them, and as the primary method by | | | | play, as is play with erector sets, Tinker toys, blocks |
| which children acquire many basic skills. | | | | and the like. |
| Parents can help make their children's play stimulating | | | | #4. Projective Play |
| by doing three things. | | | | Protective play is play in which a child adds dramatic |
| First, they can adopt an attitude of conscious, | | | | and emotional meaning to activities with |
| deliberate planning in which play is regarded as one of | | | | representative toysdolls, trucks, soldiers, homemaking |
| the most important aspects of their children's | | | | sets, and doctor kits. Its great value lies in the role |
| environment. | | | | playing done by the child rather than in the |
| Second, they can see to it that their children are | | | | development of specific skills. #5. Hobbies |
| provided with the kinds of toys and playthings that | | | | Hobbies which cannot be otherwise classified will |
| will help develop the widest possible varieties of skills | | | | generally fall under the heading of collecting activities. |
| and abilities. | | | | Collecting stamps, coins, rocks and minerals, |
| Third, they can assume a direct, participating role in | | | | butterflies and insects, sea shells, and leaves are all |
| their children's play. Planning a child's play does not | | | | common and popular hobbies. While some help in the |
| mean planning each activity for every moment of the | | | | development of certain skills, their greatest value is in |
| child's playtime. On the contrary, children should have | | | | the considerable knowledge a child can acquire in |
| maximum independence in choosing their own | | | | pursuing them. |
| activities. And, within the limits of the daily routine of | | | | Most play can be classified in one of these five |
| the home, a child should also choose the time for | | | | groups, and, ideally, play should include all of these |
| their activities, as well as the duration of each. Good | | | | types. Also, as skills develop, the activities should |
| planning makes sure that play is as varied and | | | | move to a higher, more mature level. |
| stimulating as possible. | | | | However, a child does not automatically vary his play |
| A child should play at different times, with friends, | | | | or develop in it. This is where the parent's planning |
| with parents, and by theirself. This play should include, | | | | comes in - continually making the child aware of the |
| within a period of about a month, all or most of the | | | | broad opportunities available to him in play; initiating |
| following types of activities, each geared to the age | | | | certain activities during playtime; making suggestions |
| level of the child. Here are 5 of them: | | | | when the child needs and wants them; buying toys |
| #1. Games | | | | that will, in themselves, lead to new pursuits; |
| Games are perhaps the most basic of all forms of | | | | stimulating new interests and ideas in any of a |
| play. From peek-a-boo to chess, from pat-a-cake to | | | | variety of ways. The parent should not manage the |
| baseball, games occupy a central role in the lives of | | | | child's play, but should try to nudge it in the right |
| most children from infancy to adolescence. Games | | | | directions. |
| may be physical or mental. In general they involve | | | | |