Report ResearchSeverance, A.D. (1919) ‘Play in education’, The Lotus Magazine, 10(3), pp. 116–117. doi: 20544087. "...motivate their own work, originating their own projects, or working out those given them." In context of learning discipline "But playing in friendship with a group of children subject to the laws of justice and kindness is perhaps discipline enough at this stage." "Play furnishes an adequate motive for the practice that brings its own discipline" Tools for playing "There are blocks to build railroads and houses, horses and carts that they may harness exactly as the horses in the street are harnessed, drawing materials that they can use for free expression of whatever stored-up impressions are in their minds, clay to be moulded into the shape of whatever they wish, a bench and tools to make toys. They assist the cooking teacher, help her market, collect the luncheon money, and keep the books. They play store, and thereby learn the fundamental arithmetic processes before they handle large numbers." "The entire play movement seems significant of a growing wisdom of life, the signs of which, as Montaigne has said, are joy, gladness and unconstrained rejoicing." How children learn through play (no date) Available at: http://www.familylives.org.uk/advice/toddler-preschool/learning-play/how-children-learn-through-play/ (Accessed: 24 June 2016). "How do young children learn? Children learn through all their senses by: Tasting, touching, seeing, hearing and smelling. Watching and copying people close to them they learn language and behaviour. Playing." "Anyone who spends any amount of time with pre-school children understands that providing them with opportunities for play provides so much more than a few minutes or hours of ‘fun’. Play also allows children to relax, let off steam, develop social skills such as concentration and co-operation, encourages the development of the imagination, develops motor skills and teaches self expression." Note To Self: Very helpful website detailing the importance of play in child development. Too much relative information to note without losing context. Look at all information on the webpage linked. Aitkenhead, D. (2007) Why We Need to Set Our Kids Free. Available at: http://www.theguardian.com/lifeandstyle/2007/nov/03/familyandrelationships.family5 (Accessed: 21 April 2016). "...overlooking our children's ability to learn responsibility for themselves." "How do they find their way through difficult situations? Only by self-directed learning. Yes, it can be difficult and upsetting, and children are going to make mistakes. But I think they need to be given enough rope." Cocozza, P. (2014) Are iPads and tablets bad for young children? Available at: http://www.theguardian.com/society/2014/jan/08/are-tablet-computers-bad-young-children (Accessed: 28 May 2016). "...are these devices harmful to their development? Or do they encourage 'technological intelligence'?" "It is the future, and it enhances their learning massively. It has never replaced any more traditional teaching methods we use. It is another toy in the box." "It is the perfect fusion of hi-tech and outdoors, digital and concrete." "Fleet thinks that to deny children access to tablets is to 'risk having one section of society that is growing up with skills and one section that is growing up without. You might think that it doesn't matter because they will develop those skills later. But its not the same. They won't identify with it. Its not the part of who they are ... Children have been born into a world where these things exist,' she says, 'like we were born into a world where there were televisions, cars on the street and packaging on food.'" Sullivan, A. (2013) Reading for fun improves children’s brains, study confirms. Available at: https://www.theguardian.com/books/booksblog/2013/sep/16/reading-improves-childrens-brains (Accessed: 28 May 2016). "I would suggest that reading also introduces young people to new ideas." Wheway, R. (2015) Children should be free to play, not prisoners in their homes. Available at: http://www.theguardian.com/housing-network/2015/oct/15/children-free-play-not-prisoners-homes (Accessed: 28 May 2016). "For countless generations children have played together just outside their own houses, In this way they learned to organise themselves, take turns, reach compromises and, of course, get daily healthy exercise. The rise and domination of the car has changed this and in most roads children cannot now play outside because of the traffic: the obesity epidemic is the result." "In play, children have to make the rules for themselves, reach agreements and make compromises without any adult intervention." Hinsliff, G. (2016) Education needs a Lego moment – more fun and fewer pointless targets. Available at: https://www.theguardian.com/commentisfree/2016/may/06/education-lego-let-our-kids-be-kids-protesters-sats (Accessed: 21 July 2016). "Let Our Kids be Kids protestors" "...that even learning through play is becoming an anxious, grimly regimented process - will resonate nonetheless." "The kids, by all accounts, had a lovely time making dens and pond-dipping and doing all the other charmingly educational things they probably do at weekends already." "For the toy company [Lego] is now actively campaigning for kids to break up their flatpack and invent something new with the pieces." "...creativity sometimes means breaking the rules." "For a start, Nicky Morgan could be crystal clear that proposals for longer school days aren't just about cramming in extra maths but about making school places where kids do sometimes make dens and play sport and draw, of only in after-school clubs." "...by instigating a national day of Learning Through Fun, where schools swap good practice in imaginative teaching." Meng, T.K. (2016) Everyone is born creative, but it is educated out of us at school. Available at: https://www.theguardian.com/media-network/2016/may/18/born-creative-educated-out-of-us-school-business (Accessed: 20 June 2016). "Businesses urgently need innovative people," "Creativity is the most powerful competitive advantage a business can have." "... empowering people to use their imagination." "I believe everyone is born creative, but it is educated out of us at school, where we are taught literacy and numeracy." "Young children fizz with ideas. But the moment they go to school, they begin to lose the freedom to explore, take risks and experiment." "When it comes to the right and the left brain, they need to be able to use both." Oksman, O. (2016) Are gendered toys harming childhood development? Available at: https://www.theguardian.com/lifeandstyle/2016/may/28/toys-kids-girls-boys-childhood-development-gender-research (Accessed: 21 July 2016). "While it may seem like a trivial issue, toys help children to learn new skills and develop intellectually, says Dinella. Dolls and pretend kitchens are good at teaching kids cognitive sequencing of events and early language skills. Building blocks like Lego and puzzles teach spatial skills, which help set the groundwork for learning math principals down the line. 'Both genders lose out if we put kids on one track and they can't explore,' says Dinella." Manzoor, S. (2016) Could Steiner schools have a point on children, tablets and tech? Available at: https://www.theguardian.com/education/2016/jun/14/steiner-schools-children-tablets-tech (Accessed: 21 July 2016). "The report noted that 'pupils do not use computers or the internet when in school but staff have ensure that they have learned about internet safety." "... so what appealed to me about Steiner was that it stressed that the work of children was play." "... emphasised the importance of understanding how young children naturally learn to lear, and of providing educational experiences which build on their natural interests and curiosity.' explains David Whitbread, director of the Centre for Research on Play in Education, Development and Learning at Cambridge University." (NOTE TO SELF - Research this man) "'The needs of our young people are that when they leave school, they become part of a world that is highly likely to include technology ... we should be doing all we can to help them be prepared for that world, just as we would for the physical world that is around them'" "But when used creatively, 'Technology can engage the children because of their experience of what they are doing at home, where they may be watching television or gaming'." "Asma Al-Deraa has a seven-year-old son at the Iona school and a 10-year-old daughter in mainstream state education. “My daughter is being taught inside the box with lots of testing,” she says. “But with my son – he is more creative and trying to dig for the things that are beyond.” When her daughter returns from school she will reach for the iPad, but her son “is not asking for that or the PlayStation – he just wants to draw and play”." "In Kirsty Thompson’s classroom at the Iona school, the children don’t even have any ready-made toys in the room. They have to use their imagination to make what they want. Here boys and girls are playing together, rather than self-segregating, to make towers from wooden blocks and to play dressing up with cotton and woollen sheets." Barnard, J. (2006) The nesting instinct. Available at: http://www.theguardian.com/lifeandstyle/2006/apr/15/familyandrelationships.family3 (Accessed: 28 May 2016). "Building a den is great for encouraging children's imagination and reinforces their sense of self. "New research by academics in the US and Scandinavia is showing both that dens are crucial to children's development" "Kids don't experience a space primarily through visuals. They are interested in what they can do in it. They like bushes. They like hidden corners. As urban planners, for example, we can look at the walk to school, we can look at open spaces in housing blocks and try to make them not only secure, but also challenging." "Sobel, following a successful pilot scheme with Steiner schools, is fighting to get den-building included in the curriculum. He reports that teachers find the dens the children have built themselves prove particularly conducive to meditative activities, such as writing journals. The toy company Mattel has been so struck by the potential of dens to improve creative thinking, that in their US head office they've installed one, complete with a life-sized tree trunk - a place where its (adult) employees are sent to brainstorm." (NOTE TO SELF - Article gives tips on how to create a den) Oldfield, E. (2015) Playtime is crucial for a child’s development – cut it at your peril. Available at: http://www.theguardian.com/teacher-network/2015/sep/17/playtime-child-development-learning-cut-at-peril (Accessed: 28 May 2016). "...for me, rushing across the playground at break was the only time my imagination really came alive. It was a moment of freedom, when I could recreate the worlds I had read about in class." "In 2012, a review of more than 40 studies highlighted the relationship between play and creative problem-solving, cooperation and logical thinking. Research by Edward Fisher also found that play can enhance early development by anything from 33% to 67% by increasing adjustment, improving language skills and reducing social and emotional problems. This has positive implications for both educational development and everyday intellectual life." Ward, L. (2016) Children should learn mainly through play until age of eight, says Lego. Available at: http://www.theguardian.com/education/2016/mar/15/children-learn-play-age-eight-lego (Accessed: 21 April 2016). "If parents and governments push children towards numeracy and literacy earlier and earlier, it means they miss out on the early play-based learning that helps to develop creativity, problem-solving and empathy..." "Rasmussen laments that “barriers in systems – school systems, homes, longstanding institutions that run on their own structures and methodologies” make it a “heavy, heavy task” to change things. Here in the UK – with a school starting age some three years earlier than that of our Scandinavian neighbours, “instructional” learning from the outset and external testing of seven-year-olds in literacy and numeracy – the barriers look pretty solid." "Lego identifies five types of play – physical, symbolic, with rules, with objects, and pretence – and points to the variety of skills developed through each. Even tech-driven play – that source of guilt and respite for so many parents – can fit in: not mindless screen-gawping but activities in which children can “engage with the technology”, or what Lego calls “hands-on, minds-on”. Its second definition of play is a playful state of mind in which, Rasmussen says, “you are open and try different things and are in a positive flow”." "A Cambridge University project, funded by the foundation, saw children devise, tell and act out stories with Lego before writing them down, with play shown to boost narrative and writing skills, as well as interaction and cooperation. The Cambridge study centre will now look into how early play relates to other aspects of young children’s development, explore what happens to the brain during play and conduct a longitudinal study examining what promotes children’s playfulness and how it helps learning and wellbeing." This compilation is of articles found relating to my research report. A lot of this involve the topic of schooling and education as it's such an important role in a child's life as they develop. It's good to see an outlook of how different schoolings can affect a child's cognitive and physical skills, as well as seeing personal opinions of they're own children behaviours or their childhood to help gather a further understanding how schooling may affect a childs development for my research report. I gathered up majority of the quotes I feel were most defining in the articles in relevance to my research for later use when writing the report.
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