IQRA MAIRAJ

INSTITUTE OF VOCATIONAL STUDIES, AWADH CENTRE OF EDUCATION

(Affiliated to Guru Gobind Singh Indraprastha University)

Submitted by: IQRA MAIRAJ

Submitted to: KEEMTI GAUR

BACHELOR OF EDUCATION

(2016-2018)

ACKNOWLEDGEMENT

I would like to express my special thanks of gratitude to my teacher, M/s Keemti Gaur, as well as our principal, M/s Niranajana Soperna, Institute of Vocational Studies. who gave me the golden opportunity for being a part of PSE2 which helped me in doing a lot of Research and observation and I came to know about so many new things. I am really thankful to them.

WHAT EXACTLY PLAY IS?

Play is the work of children. It consists of those activities performed for self-amusement that have behavioral, social, and psychomotor rewards. It is child-directed, and the rewards come from within the individual child; it is enjoyable and spontaneous. Play is important for people of all ages; it is especially meaningful and important for young children. Actually play is their work, and they give a tremendous amount of energy and effort to it. Play is an important part of the childhood development. Through play children learn about shapes, colors, cause and effect, and themselves. Besides cognitive thinking, play helps the child learn social and psychomotor skills. It is a way of communicating joy, fear, sorrow, and anxiety.

Through play, decisions are made without penalty or fear of failure. Play allows children to gain control of their thoughts, feeling. There are at least three ways in which play is important for young children: skill development, social development, and imagination and creativity. Learning occurs in all areas of development as young children play—and the learning, too, is for keeps .Play with other children is critical for the development of social skills. At first adults are their most important playmates, but soon they become eager to interact with children of similar ages. And it is through such play that they learn how to get along with others: that hitting may get them a desired toy, but lose an equally desired friend; that the other children have wants, just as they do; that sharing and kindnesses bring more rewards than snatching and pushing.

Functions of play

skill development, social development, and creativity. They will help you suppress any tendency you might have to be critical of your child for wanting to play all the time.

PYSICAL DEVELOPMENT

Play aids in developing both fine and gross motor skills. Children repeat certain body movements purely for pleasure, and these movements develop body control. For example, an infant will first hit at a toy, then will try to grasp it, and eventually will be able to pick it up. Next, the infant will shake the rattle or perhaps bring it to the mouth. In these ways, the infant moves from simple to more complex gestures.

EMOTIONAL DEVELOPMENT

Children who are anxious may be helped by role playing. Role playing is a way of coping with emotional conflict. Children may escape through play into a fantasy world in order to make sense out of the real one. Also, a child's self-awareness deepens as he explores an event through role-playing or symbolic play.

When a parent or sibling plays a board game with a child, shares a bike ride, plays baseball, or reads a story, the child learns self-importance. The child's self-esteem gets a boost. Parents send positive messages to their child when they communicate pleasure in providing him or her with daily care. From these early interactions, children develop a vision of the world and gain a sense of their place in it.

COGNITIVE DEVELOPMENT

Children gain knowledge through their play. They exercise their abilities to think, remember, and solve problems. They develop cognitively as they have a chance to test their beliefs about the world.Children increase their problem-solving abilities through games and puzzles. Children involved in make-believe play can stimulate several types of learning. Language is strengthened as the children model others and organize their thoughts to communicate. Children playing house create elaborate narratives concerning their roles and the nature of daily living.

Children also increase their understanding of size, shape, and texture through play. They begin to understand relationships as they try to put a square object in a round opening or a large object in a small space. Books, videos, and educational toys that show pictures and matching words also increase a child's vocabulary while increasing the child's concept of the world.

SOCIAL DEVELOPMENT

A newborn cannot distinguish itself from others and is completely self-absorbed. As the infant begins to play with others and with objects, a realization of self as separate from others begins to develop. The infant begins to experience joy from contact with others and engages in behavior that involves others. The infant discovers that when he coos or laughs, mother coos back. The child soon expects this response and repeats it for fun, playing with his mother. As children grow, they enjoy playful interaction with other children. Children learn about boundaries, taking turns, teamwork, and competition. Children also learn to negotiate with different personalities and the feelings associated with winning and losing. They learn to share, wait, and be patient.

MORAL DEVELOPMENT

When children engage in play with their peers and families, they begin to learn some behaviors are acceptable while others are unacceptable. Parents start these lessons early in the child's life by teaching the child to control aggressive behavior. Parents can develop morals while reading to children by stressing the moral implications in stories. Children can identify with the moral fictional characters without assuming their roles. With peers they quickly learn that taking turns is rewarding and cheating is not. Group play helps the child appreciate teamwork and share and respect others' feelings. The child learns how to be kind and charitable to others.

TYPES OF PLAY

1 .Occupied play: The child is relatively stationary and appears to be performing random movements with no apparent purpose. A relatively infrequent style of play.

2. Solitary play

The child is are completely engrossed in playing and does not seem to notice other children. Most often seen in children between 2 and 3 years-old.

3. Parallel play:

The child mimics other children’s play but doesn’t actively engage with them. For example they may use the same toy.

4 .Social play :

Social play is where play finally becomes organized into groups and teamwork is seen. Children are now interested in both the people that they are playing with as well as the activity at hand. The group is more formalized with a leader, as well as other assigned roles, and play organizes around accomplishing group goals or specific tasks.

5.Cooperative play:

Some organization enters children’s play, for example the playing has some goal and children often adopt roles and act as a group.

IMPORTANCE OF PLAY

Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master, conquering their fears while practicing adult roles, sometimes in conjunction with other children or adult caregivers. As they master their world, play helps children develop new competencies that lead to enhanced confidence and the resiliency they will need to face future challenges. Undirected play allows children to learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills. When play is allowed to be child driven, children practice decision-making skills, move at their own pace, discover their own areas of interest, and ultimately engage fully in the passions they wish to pursue.

OBSERVATION OF CHILDRENS IN GAMES

PLAY OBSERVATION – 1

PLACE – playground

TIME OBSERVED – 15 MIN

AGE GROUP – 10 -12 years old

DESCRIPTION –

ANALYSIS OF VAROUS ASPECTS OF DEVLOPEMENT

MOTOR SKILL - The game includes physical exercise like running and lots of body movement which is quite helpful in development of students.

LANGUAGE USED DURING PLAY – mostly there was not much use of language while playing game but the word KHO which is used by students who needs to go other side of team.

GROUP STRUCTURE – the game includes only boys as their was not equal participation of both boys and girls .

INDIVIDUAL AND GROUP BEHAVOUIR – as teams were divided and both groups were well managed but some of the students were try to break the rules which creating lots of confusion.

NEGOTIATING AND RESOLVING CONFLICTS – as such there was not conflict in group but still little bit confusion which was get solved later.

FRIENDSHIP AND SOCIAL RELATION - This game was all about coordination and understanding in group want to make their team win and due to which their was self of belonging within groups . as they fell of friendship and enhance their social relation .

OVERALL ANALYSIS OF Observation

PHSICAL AND MOTOR DEVLOPMENT – as this game include lot of physical working such as running and stretching of muscles that leads to physical development of the students .

SOCIAL DEVLOPMENT – as the game need lot of coordination and interaction among themselves for playing the game , which leads to enhance their social interaction .

CONGINITIVE DEVLOPEMENT – every game has some technique and method which need lot of awareness ,this game develops cognition which helps to decide how to catch other members as such a way it does not go against the rules .

LANGUAGE DEVLOPMENT – the game used code language but also kind help in development of language as students take that code word and react accordingly but apart from it needs coordination among members which come trough interaction.

Reflection on Anas

While observing this child I felt that he was quite rude. His behavior towards his teammates was not very pleasant. He was an introvert person and hardly trusts anyone. During the play he was showing aggression on his team mates when they were not able to fulfill his desires. So, he started playing game according to his own strategy without involving his team players.

OBSERVATION NUMBER 2

Place – Playground

Time observed – 20 min

Age - 12-14 years

Game - BADMITAN

DESCRIPTION –

ANALYSIS OF VARIOUS ASPECT OF DEVLOPMENT

MOTOR DEVLOPMENT – the game includes lot of motor development skill such as running, jumping movements of hands and legs.

LANGUAGE USED DURING PLAY – As there was use of language as the member of opposite team has to go to the other team and throughout has to repeats the word

‘Kabaddi’ and in between when confusion occur then students were making lot of noises .

GROUP STRUCTURE – in this also mostly the game was played by boys only not much of the girls were seems too interested in the game so there was quite unequal proportion between them.

INDIVIDUAL OR GROUP BEHAVIOUR – the students were following the rules and regulations of the game but lot group unity was evident in their specific groups only.

GENDER BIASNESS – as there was no girl within group was playing. So question of gender biasness was quite evident as boys not want to play game with girls.

FORMATION OF RLES AND REGULATION IN GROUP – as students were playing within the rules framed and were properly followed by them.

NEGOTIATION AND RESOLVING CONFLICTS – no as such conflict was seen while playing game.

FRIENDSHIP AND SOCIAL RELATIONSHIP – They were having friendly relationship with each other. No leadership was seen while playing.

OVERALL ANALYSIS OF DISCUSSION

PHSICAL AND MOTOR DEVLOPMENT – the game was very effective in motor development as students were engaged in lots of physical activities like running, jumping which are essential for development.

SOCIAL DEVLOPMENT – while playing students were interacting within themselves due to which they were enhancing their social development.

CONGNITIVE DEVLOPMENT – game helped them in their cognitive development. As they need to take various decision while playing the game and student followed rules and regulation to be followed in game and use their cognition how to implement it .

LANGUGE DEVLOPMENT – playing game helped students to improve their language speaking skill and also acts as boost to develops the confidence between them .

Reflection on Ankit Sharma

Ankit has mixed personality. He has good sense of humor but doesn’t know when to use it. While he was playing he was taking the game very casually, cracking jokes and passing comments. He was not even able to lead his teammates as he himself not following the rules of the game. He has careless attitude. He is overconfident but confused also. It is difficult to know the real side of him.

OBSERVATION NUMBER 3

PLACE - Classroom

TIME OBSERVED- 30 minutes

NAME OF PLAY- CARROM

CHILDRENS AGE GROUP – 12 – 13 years

ANALYSIS OF VARIOUS ASPECTS OF DEVLOPMENT

MOTOR SKILL – as in this game fine motor skill is used .in which student need to depict or act about the thing or movie while using his body movement.

LANGUAGE USED DURING PLAY – majorly most of the works depends on language usage only in which all need to guess what other person trying to depict so majorly thi done through the usage of language only.

GROUP STRUCTURE – in this whole get divided into two teams and boys and girls have the equal participation level.

INDIVIDUAL AND GROUP BEHAVOIR- whole class was well cooperating with each other but some time if student spoke out unconsciously about the guess thing then all of them get in arguing state.

GENDER BIASNESS – there was gender biasness whole playing game.

FORMATION OF RULES AND REGULATION – as students had made their own rules and they were keeping a keen observation that no one should break the rules .Such as the acting person cannot speak anything from their mouth and can use dictionary word only one time.

NEGOTIATION AND RESOLVING ISSUE - sometime the person takes more time in depicting the act so opposite team get really frustrated but ultimately resolve their issue by themselves in few minutes

FRIENDSHIP AND SOCIAL RELATIONSHIP – A healthy relationship can be seen within class, all seems to be friendly and playing healthy game .

OVERALL ANALYSIS OF DISCUSSION

PHYSICAL AND MOTOR DEVELOPMENT – There was less physical exercise as it was an indoor game so it less scope of physical development.

SOCIAL DEVELOPMENT – there was some interaction among team which leads to this development.

COGNITIVE DEVELOPMENT- only some action are used to convey message but these action test the child creativity that how child use their action in such way other understand it , in this way cognition happen in this game.

LANGUAGE DEVELOPMENT – there was only sign language used to convey message.

Reflection on Arti

Arti has an impressive personality. She very well understands her social relationship. She knows the importance of friendship and that is why she was giving equal importance to her partner in the game. She is little bit diplomatic which necessary for playing any game. She was playing the game fairly. She was strictly following the rules of the game. She is very intelligent and playing the game wisely at the end she won the game because of her sharp mind and true sports spirit.

OBSERVATION NO 4

PLACE – PLAYGROUND

NAME OF THE PLAY - BADMINTAN

TIME OBSERVED - 20 MIN

AGE GROUP- 10 TO 12 YRS.

ANALYSIS OF VARIOUS ASPECTS OF DEVELOPMENT

MOTOR SKILL - this game have lot of physical exercise like running and whole body movement .

GROUP STRUCTURE- It was an individual game, each child has to run to the finishing point there was no group in it.

INDIVIDUAL AND GROUP BEHAVIOR- All students seems to be really excited for the race, there was not any kind discomfort among students or distraction, and all were focused on running.

GENDER BIASES- There was no gender biases as all were participating with great enthusiasm and there were no biases while playing.

FORMATION OF RULES AND REGULATION IN GROUP- Rules of the game was not as such but they know about not to hurt anyone and have to run without discomforting or hurting anyone.

NEGOTIATING AND RESOLVING CONFLICTS- there was not any such conflicts as they were running only for sake of enjoying the sports.

FRIENDSHIP AND SOCIAL RELATION- As it was a game, no one get out of their limit and disrespect other ,this shows the bond among them and their social relations.

OVERALL ANALYSIS OF OBSERVATION

PHYSICAL AND MOTOR DEVELOPMENT- this game include a lot of running which was helping in their physical activities and muscles stretching.

SOCIAL DEVELOPMENT – The game need focus and concentration on running as it is individual game so there is less interaction and social relations.

COGNITIVE DEVELOPMENT – game was not only enhancing physical development but also their cognition ability as while running student also decide how to run and make strategies to run fast.

LANGUAGE DEVELOPMENT – In this game the focus was less on the language development as students mostly focus on running fast as much as possible so there is less chances of this development.

Reflection on Mustafa khan

He is a very confident person. He understands the importance of friendship. During the play he was listening carefully to the problems of his teammates. He is very humble person, talks to everyone kindly and gently. He has a good sense of playing games. While playing he was using his strategy along with his team mates and his strategy resulted in the success of the team. This shows he is good player and possess a true sportsmanship.

OBSERVATION NO 5

PLACE – PLAYGROUND

NAME OF THE PLAY - CRICKET