Play is the Work of Children

8/6/2019 Play is the Work of Children

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OPEN UNIVERSITY MALAYSIA Shartha a/p S.Doraisamy801021-07-5686

FAKULTI PENDIDIKAN DAN BAHASA

HBMT 2203 : TEACHING MATHEMATICS IN YEAR THREE

SEMESTER : JANUARY 2011

ASSIGNMENT (SMP)

NAMA PENUH

SHARTHA A/P S.DORAISAMY

NOMBOR KAD PENGENALAN

801021 07 - 5686

NOMBOR H/P

017-4956014

PENSYARAH

HALIMATUN BT MD YUSOF


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Play is the work of children. Play is an important part of the childhood development. Play is

recognized as an important part of a child's development. Besides cognitive thinking, play helps

the child learn social and psychomotor skills. 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. Through play

children learn about shapes, colors, cause and effect, and themselves. In fact, it is an important

topic of study in many different disciplines. In the field of early childhood special education,

play is valuable in assessing a child's level of development and in providing intervention. Inpsychology, therapists often watch children play to gain an understanding of children's problems

and to help them deal with their emotions. The universal nature of play can also provide

professionals working with children a basis for comparing typical and atypical development and

behavior.

Children can learn math anywhere. Learning doesn't have to take place only inside the

classroom. Math is just about everywhere you look--indoors or outdoors. Even preschool age

children play games that can help them begin to understand math concepts and problems. Math

need not be boring or difficult for a child to learn. The trick is to make basic math concepts

seem less abstract to children. Playing games adds fun and challenge. Younger children in

particular can relate better to things that they can see and touch.

1. Introduction


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1.1Role Play

Role play generally have no rules except to stay in character, and require no specific props. They

are normally restricted to young, pre-pubescent children, and aside from their straightforward

purpose of fun can sometimes also serve the purpose of allowing children to explore adult roles

and relationships. Play can reveal a lot about a child's psychological state, perception of gender

roles, home life and interpretation of the world that is around them.

Information gets through From

Wikipedia, the free encyclopedia

Types of

play

1.5) Play trays1.1) Role play

1.4) Dramatic play1.2) Small world

1.3) Construction play


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1.2 Small World Play

Small Worlds was the title of a presentation given by Raph Koster at the Game Developers

Conference in 2003, which was instrumental in defining and justifying many of the conventions

used in games. Small World Play is imaginative play where children are provided with small

beautiful objects with which to play. This type of play is similar to role play put different in that

the child creates the small world and transfer their thoughts and feelings onto the objects. The

thoughts and feelings then belong to the object not to the child. These objects are not

"commercially bought toys" and are often made of natural or recycled materials.

wood or cardboard boxes wooden or cloth family figures, vehicles or animals small blocks, shells, stones, seeds, feather wooden, metal or porcelain bowls, dishes, bottles, cups, trays fabrics: silk, velvet, lace, voile, wool

The objects are often "fragile" and children learn to play in an appropriate manner. The child is

provided with a clearly defined private and enclosed space such as at or under a small table or in

a small secluded corner. This space provides the opportunity for the child to explore the

materials alone or in a small group of two or three children. Types of materials provided are

simple and appealing and materials are regularly rotated in order to regenerate interest, and

extend or change the direction of play. Materials are open ended and may include the following:

Children are involved in the swapping of materials and the choosing of new objects which will

be incorporated into the small world.


http://www.redhen.ie/smallworldplay.htm


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1.3) Construction play

In constructive play, children build larger objects out of smaller ones or otherwise manipulate

their environment. Constructive play can involve a variety of activities, including stacking,

rearranging, assembling, disassembling, drawing and molding. Kids building sandcastles on a

beach or snowmen in their back yard are engaged in constructive play, as are children making

towers out of wooden or plastic building blocks and those gathered around a train table,

rearranging the track. According to Francis Wardle, PhD, writing for Early Childhood

News.com, the benefits of constructive play are numerous. For instance, manipulating objects

helps kids develop skills in various activities, such as stacking or drawing. Completing

constructive-play projects gives children a sense of satisfaction, improves their confidence and

gives them some control over their environment.


http://www.ehow.constructive-play_.html

1.4) Dramatic play

Dramatic play is a type of free play that encourages children to imagine themselves in another

person's shoes. This may include a school teacher, doctor or parent. Dramatic play can be done

\alone or with other children or adults. Dramatic play includes fantasy play, puppetry and role-

playing and often involves re-enacting a story. Sociodramatic play is dramatic play that involves

interacting with others. Typically each participant takes on a role and sometimes will switch

roles throughout play.


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Dramatic play helps children develop their social, emotional, physical and cognitive skills.


http://www.ehow.com/facts_5981718_dramatic-play-children_.html

1.5) Play trays (Sand and Water play)

Play-tray is a tray designed for the Stokke Tripp Trapp chair. Play-tray can be used when eating,

playing and drawing and makes life easier for the child as well as its parents. Play-tray is solid

and safe. Has been tested for pressure and resistance. Play-trays soft and round design makes it

easy to mount and clean. Play-trays plastic surface is easy to wipe of and is very resistant to

marks from forks and spoons. It has an edge that keeps spilled milk from running to the floor

when the cup tilts. On some chairs Play-tray can be mounted on the original Tripp Trapp harnish

or you can use the enclosed Play-tray strap. The strap is mounted on the tray as a safety strap so

that the child doesn't slip under the tray. Play-tray is designed by the Danish designer Carsten

Buhl. The design has been registered in EU. The tray is made of transparent plastic with a non-

scratch surface which gives it an exclusive look. Play-tray is produced in Denmark. Material :K-

Resin RK150 (SBC), which is FDA approved.


http://playtrayusa.com/playtray.html


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Title : Money up to RM10 000

Materials : LCD,Lap-top, CD,Specimen copies of Malaysian currentcyLearning Outcomes : 1. Understand and use the vocabulary related to money.

2. Use and apply knowledge of money in real life.

Teaching and learning activity:

Intoduction

Teacher shows courseware year four related to money. Pupil listen two friends discussing the prices of the motorbikes in a motor shop. The

prices range from a thousand to les than ten thousand.

Pupil say what they saw from courseware. Teacher used questioning technique to make the pupil think more about the

discussion.

Step 1

y Teacher shows PowerPoint slides. ..\..\BESTARI\naga.ppty

Pupil say the value of money in Malaysian Ringgit .y Pupil read the value of money in Malaysian Ringgit.y Pupil match the correct value of money in words and symbols.

Activity 1

Money

ROLE PLAY


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step 2

y Pupil form a group and discuss about money.y Teacher distributes manila card.y Pupil choose the topic .y Pupil paste pictures and price tag according to the topic on manila card.y Pupil say the value they paste on manila card.

Teacher distributes worksheet to test on the sport

step 3

y Teacher distributes money to every group.y Teacher run the quiz.y Pupil listen to the instruction carefully and answer the question.y End of this section teacher gives a small prize.

closure

y Teacher gives a activity from couseware to test memorizing ability of pupil


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Title : Relationship between units of TIME

Materials : Dice, Word Cards (Written unit of time), Score Sheet

Learning Outcomes : Use units of time and know the relationship between:1) Minute and seconds

2) Week and days; and

3) Year and months

Teaching and learning activity:

ntoduction

The pupils work in pairs. Each group is given a dice, six word cards and score sheet.

Step 2

The word cards are divided into three sets of minute and seconds, week anddays, and year and months.

Step 3

Pupil A chooses a set of cards, Pupil B chooses the larger unit of time on thecard.

Step 4

Pupil B tosses the dice and read the number appears on the dice with the largerunit of time on his card.

Activity 2

Relationship between Units of Time

Construction Play


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Step 5

Pupil A work out the equivalent smaller units of time. Pupil A scores one point if his answer is right.

closure

The process is repeated until all the cards are used.


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Documents

Play is the Work of Children