A Study On The Role Play Development Teaching Essay

A Study On The Role Play Development Teaching Essay Play is almost universally recognized as an integral factor in childrens learning and development. For example, Macintyre (2001, 4) quotes Isaacs 1933 description of play: Play is the crucial component in childrens development, and adds that everyone concerned with young children should recognise and value the different kinds of understanding developed through play (Macintyre 2001, 3-4). Although different play activities promote childrens in different ways, Keenan (2002) identifies a number of areas of development that are impacted or enhanced by play, including cognition, language and communication, social, and emotional. The recent Curriculum guidance for children from three through the reception year (Foundation Stage) ephasizes learning opportunities and experiences ; for example, the area of language and literacy was broadened to include communication and emphasized the importance of developing literacy through play and advocates play and exploration as a basis for literacy learning in the early years (Miller and Smith 2004, 122). Within the Early Years curriculum, role play is an excellent example of a play activity that promotes many areas of development. Before examining the ways role play promotes development in children, it is helpful to define both play and role play. Macintyre (2001, 3) defines play as activity that is enjoyable, gives pleasure, and undertaken by the player freely, that is, it can be abandoned at any time without blame. Play further has no preconceived outcome; the agenda can develop as play goes on (Macintyre 2001, 3). Additionally, play allows the player to develop skills which are important in non-play situations, such as development of social skills (Macintyre 2001, 3). Children around age three and four begin to enjoy imaginative role play in twos or small groups (OHagan and Smith 2004, 36). As a particular play activity, role play is a type of imaginative play, where children assume roles outside their real world place. Role play allows children to construct proximities between themselves and others in their lives. Piagets theory of development contends infants first engage in pretend play around eighteen months, acting out imaginary activities and using real objects to represent imagined objects, such as pretending a television remote is a telephone (Keenan 2002, 123). Children may participate in limited role play at this point if directed by an older person. However, cooperative role play, where children instigate their own roles and story line, are rarely undertaken by children before three years of age (Keenan 2002, 200). According to Vygotsky, children engage in pretend play roles beyond their current stage in life, such as taking on adult roles, such as a parent, teacher or doctor, or roles as adolescents or older children(Keenan 2002, 135). Through pretend play, children place themselves in a zone of proximal development, where they play at a level which is in advance of their real capabilities (Keenan 2002, 135) Cognitively, role play promotes development in several ways. First, it allows children practice in ordering their thoughts and develop understanding. Piaget believed that children were active agents of their own learning and that the major task for them was to develop an ability to organize experiences and learn from them in a way which enables them to make sense of the world (OHagan and Smith 2004, 10). Role play activities are the highest form of symbolic play, encompassing two types of cognitive operation which are necessary for conservation, namely reversibility and decentration (Umek and Musek 2001, 56). Children are able to freely leave the roles they take on, as indicated in the free participation concept introduced in the definition of play above. This reversibility indicates cognitively children are awareness that they can abandon their assumed role and return to reality at any time (Umek and Musek 2001, 56). The cognitive ability of decentration involves childrens understanding that the person in the role play scenario is really them, yet is also simultaneously the role undertaken (Umek and Musek 2001, 56). Cognitively, this means children must preserve the imaginary identity of toys or play materials despite the fact that they are perceptually and/or functionally inadequate (the issue being the conservation of identity) (Umek and Musek 2001, 56). In such pretend play, children learn that the objects they use can be separated from their normal referents, and that they can stand for other things (Keenan 2002, 135). This object will typically be similar in some way, such as size or shape, to the pretend object in the role play, causing the children to practice analogous thinking skills where they related an item not available to them to another available object (Keenan 2002, 135). The development of language and communication skills are recognized as closely linked to childrens thinking and conceptual development (OHagan and Smith 2004, 18). In addition to cognitive development, role play offers important development opportunities in the areas of language and communication. This can be intentional, such as when parents or other older players in the role play intentionally support vocabulary development by introducing names of things during the context of play (Keenan 2002, 154). However, the opportunity to talk and verbally interact with others in the role play further presents a powerful way of learning even when no intentional instruction occurs (OHagan and Smith 2004, 18). In role play, children learn to use language as a form of symbolic representation, and also communicate symbolically through dramatic play (OHagan and Smith 2004, 25). Such symbolic play encourages the development of language comprehension (Umek and Musek 2001, 56). Fantasy role play encourages explicit and expressive speech due to its symbolic nature. Role enactment and the use of various objects have different functions in play and in real life, therefore the child-player-must define these symbolic transformations verbally, so that they have a clear (recognisable) meaning and are comprehensible to his or her playmates (Umek and Musek 2001, 56). In this way role play promotes the communicative skills of its players. The symbolic elements of fantasy play, like role and object transformations, enable the child to use lexicographic meanings and explicit speech (Umek and Musek 2001, 56). Socially, role play typically involves several other children and/or adults. Keenan (2002) discusses Partens theory that such cooperative play is the most complex form of play, as it includes behaviours such as social pretend play where children take on pretend roles (Keenan 2002, 200). The children involved in the role play talk to one another as part of the play, developing their imaginative situations in a co-operative manner. Umek and Musek (2001, 56) report Smilanskys (1968) contention that role play activities promote the childs social development. When children use role enactment, they have to reach a consensus about the play theme, the course of events and the transformation of roles and play materials. This can only be achieved when individuals transcend their egocentrism and develop the ability to empathise (Umek and Musek 2001, 56). Children further build relationships with the other children or adults with whom they play. Although such relationships are often temporary, such play causes children to express a preference for certain friends and play regularly with them; during the Early Years period there is usually, but always, some preference for play with children of the same sex, but there is still a good deal of mixed play (OHagan and Smith 2004, 36). Role players share symbolic meanings with each other and assign imaginary roles in their pretend play, both providing opportunities for social development (Keenan 2002, 203). Co-operative pretend play also is usually based on the childrens understanding of the social rules of their culture (Keenan 2002, 135). Therefore, a child behaving badly in the role play will be punished by the child in the parent role. Vygotsky held that as such role play was an important context in which children learned about the social world (Keenan 2002, 135). Childrens play is constrained by the rules which guide behaviour in these roles, and, because of this, they learn about the social norms that are expected of people (Keenan 2002, 135). Role play can be an important component in childrens emotional development. Around eighteen months, the increase in language and symbolic thought allows some feelings to be expressed through imaginative play (OHagan and Smith 2004, 27). Prior to this childrens options were limited to physical displays such as crying, hitting, or facial expressions. This can promote childrens emotional development, as it allows them to learn to express their wants and needs, and become emotionally aware of the wants and needs of others. For example, role play can allow children to act out their fears, such as going to the doctor or being punished (OHagan and Smith 2004, 36). These fears might develop from an experience the child has had, such as having a painful injection at the doctors office, or a perceived fear, such as concern over anticipated punishment. Role play can also help chilren develop self-efficacy. Even young children have a strong desire to be right or successful, and will avoid areas where they expect to fail (Macintyre 2001, 4). However, if children can try things with no fear of failure they are more likely to stretch out and tackle things they might otherwise avoid (Macintyre 2001, 4). Since there is no defined end product, there is no fear or experience of failure. Children are empowered through the communication skills developed in role play, as they can express their feelings freely, can negotiate their wishes and needs and develop self-confidence and self-esteem (OHagan and Smith 2004, 18) This self-efficacy can both be encouraged in actions and in emotional expression; role play teaches children healthy and appropriate expressions of emotion. OHagan and Smith (2004, 38) studied groups of young children who viewed adults handling a situation, with each group seeing a different emotional response. One group viewed the adults as dealing with the issue by becoming angry and physically aggressive, and were later observed to emotionally deal with a similar situation in a similar manner, i.e. with anger and physical aggression. OHagan and Smith (2004, 36) contend this reinforces Banduras claim that children learn from models in their lives, particularly those they view as similar to themselves, who have a nurturing relationship with them, or who they perceive as powerful and competent (OHagan and Smith 2004, 39). Symbolic play, such as role play, should certainly form an important part of the preschool curriculum but preschool teachers should bear in mind that the quality of a childs play will be determined by general characteristics of development as well as by the play context (Umek and Musek 2001, 63). In the classroom, role play can be encouraged through the use of story and related play objects. For example, reading stories that include a kitchen and having a play kitchen available encourages children to first repeat the story through role play, then diverge and develop their own story lines. OHagan and Smith (2004, 58) present a typical classroom element, a home corner complete with dressing-up clothes and various objects for domestic play. Role play can be used for many learning purposes, such as to reinforce desired behaviour or assess childrens understanding of material. A teacher is trying to encourage sharing amongst her pupils. In this scenario, the teacher could role play with the children, demonstrating and reinforcing that sharing is a desireable activity. The activity could then be extended, with children being allowed to continue the play without teacher involvement, by later drawing pictures, and/or talking about the role play in a circle time or similar sharing opportunity. Back to: Example Essays Finally, role play can also enhance a teachers evaluation of childrens attainments, as the children will demonstrate their abilities in a number of areas during a typical role play activity. In practice, children can achieve higher levels of individual cognitive functions (conservation, one-to-one correspondence, decentration) in their symbolic play than they demonstrate when the same mental operations are tested and measured in formal, non-play, situations (Umek and Musek 2001, 64). As such, observations and assessment based on role play can be highly valuable in the classroom environment. REFERENCES Keenan, T. 2002. An Introduction to Child Development. London: Sage. Macintyre, C. Enhancing Learning Through Play. London: David Fulton. Miller, L. 2001. Shaping Early Childhood through the Literacy Curriculum. Early Years, 21(1): 107-116. Miller, L. and Smith, A.P. 2004. Practitioners beliefs and childrens experiences of literacy in four early years settings. Early Years, 24(2): 121-133. OHagan, M. and Smith, M. 2004. Early Years Child Care and Education: Key Issues. Edinburgh: Bailliere Tindall.

Hamlet: Literary

In the play of Hamlet, Shakespeare sets up three plots of revenge which involve three characters, each determined to avenge their deceased loved ones. Revenge is essentially a recurring element in the play and can be noted as an important theme. Revenge is often lead by uncontrolled emotions, affecting an individual’s thoughts and feelings differently and provoking the individual to act without a reason. The play helps us question the justifiability and benefits of revenge through the story’s individual characters.King Hamlet appears as a ghost and informs Hamlet that he was murdered in his sleep by Claudius. He tells his son that while he was sleeping, Claudius poured poison into his ear. Hamlet is shocked by the ghosts words. The ghost asks Hamlet to â€Å"Revenge his foul and most unnatural murder. † (I. 5. 25) Prince Hamlet vow’s to avenge his father’s death, and promises not hurt his mother even though he blame’s her for re-marrying to h is uncle right after his father’s death.Since the revenge was requested, and not Prince Hamlet’s own decision, we could question if Hamlet would consider avenging his father, even if he wasn’t told to. We are aware that Hamlet is depressed about his father’s death, his mother re-marrying, and the lack of mourning the kingdom is doing for the death of the King, but he does not commit suicide even though he considers it at one point. Hamlet’s loneliness, feelings of anger, and sorrow would certainly compel him to avenge his father’s death by killing Claudius. A villain kills my father, and for that, I, his sole son, do this same villain send to heaven. † (III. 3. 77)Hamlet doesn’t immediately avenge his father’s death, he goes through a phase where he contemplates and delays when he should commit the act of killing Claudius. Fortinbras is another character in the play who feels the need to avenge his father’s death b y reclaiming the land his father lost to King Hamlet. Both Prince Hamlet and Prince Fortinbras have uncles who have taken their deceased fathers rightful spot at King while the Princes plot a way to avenge their fathers.Fortinbras builds an army to take back the territories they lost while also attacking Denmark, making him a problem for Denmark. â€Å"†¦ Now, sir, young Fortinbras, of unimproved mettle hot and full, hath in the skirts of Norway here and there sharked up a list of lawless resolutes, for food and diet, to some enterprise that hath a stomach in't; which is no other as it doth well appear unto our state but to recover of us, by strong hand and terms compulsatory, those foresaid lands so by his father lost; and this, I take it, is the main motive of our preparations†¦ (I. 1. 95) This particular quote helps us perceive how fast Fortinbras acts towards avenging his father. He takes action without delay, as apposed to Hamlet who suspends his opportunities. While discussing with his mother, Hamlet suspects that there is a spy in the room. â€Å"How now? A rat? Dead, for a ducat, dead! † (III. 4. 23) Assuming that it is Claudius, Hamlet draws his sword and strikes at the curtain where curious Polonius is eaves dropping. Receiving the news of his father’s death, Laertes is vow’s to avenge his father. How came he dead? I'll not be juggled with: to hell, allegiance! vows, to the blackest devil! Conscience and grace, to the profoundest pit! I dare damnation. To this point I stand, that both the worlds I give to negligence, let come what comes; only I'll be revenged most thoroughly for my father. † Laertes responds swiftly, his words full of venom. Just like Fortinbras, Laertes acts immediately; surging into the castle, prepared to punish the person responsible for his father’s death. (IV. 5. 35) Claudius is able to manipulate Laertes and Hamlet in a duel, claiming that â€Å"Revenge should have no bounds† (IV. 7. 128) and promising that Hamlet would be poisoned to death. At this point of the play, all three sons are committed to avenging their father’s deaths. Laertes is also notified that Ophelia has drowned, further upsetting him, and worsening the current situation. The three significant characters: Hamlet, Fortinbras, and Laertes each have their own ways of seeking vengeance, for their father’s deaths and obtaining their desires.Fortinbras uses revenge as an excuse to send in his army to take back the territories his father lost to King Hamlet, which justifies that he wants some sort of control. Hamlet and Laertes know that their father’s have been wronged. Hamlet suffers from depression, and the kingdom does not know the true reason behind his father’s death, so he is determined to reveal truth and overturn his uncle. Laertes is enraged about his father and sister’s unnecessary death, blaming Hamlet for the cause of it. The play can be viewed as a tragic story with multiple deaths mainly provoked by members of their own family and kingdom.They are forced to duel, and fight to the death to honor their father’s soul, rather then to resolve the situation in a civilized way. The motif: revenge is recurring because the characters of the play feel the need avenge their fathers, they are driven mad by it, as it takes control of their mind. Their eyes are filled with hatred, distrust and despair as they who were once friends, battle to the death. What they achieve at the end is a worthless effort, because it resulted in additional unnecessary deaths, that are not justifiable.

Profile Samples Essay for Dummies

Profile Samples Essay for Dummies What the In-Crowd Won't Tell You About Profile Samples Essay However long your company profile may be, the fundamental elements do stay the same. Your basic company profile should not be exceedingly long or else you will shed the reader in the practice. A carefully structured company profile can allow it to be simple for readers to understand what are the ways they can get in contact with the organization. Discernable marketing and merchandising suggestions to create powerful displays with a good eye for detail to make the most of customer purchases. An expert profile summary is virtually always best. This guide is going to outline four important questions that you want to address to compose a great resume profile, in addition to explain the way that it differs from a career objective and qualifications summary. In your own personal profile, you can want to demonstrate your own personal biography, state your working experience and education levels. There are particular measures which should be taken seriously while writing a profile essay. The position you're applying for is your objective and it ought to be listed above your profile summary for a title. While writing the profile essay outline one must be very much careful in regards to the points which are added in every section. Aside from step-by-step ideas to compose a fantastic superior profile essay an individual can also findfree examples of profile essay given here. Normally, a company profile is updated on a yearly basis especially the financial statements as a way to permit the customers know what the current financial standing of the provider is. From researching the organization and scouring job posting you'll uncover company-specific info and requirements that you ought to include. You already know that you would like to work for the business in the place of Sales Representative or District Manager because you think you're the suitable candidate for the job. To acquire employment for a customer service specialist in a dynamic firm. The Honest to Goodness Truth on Profile Samples Essay It's always valuable to check at samples from different individuals to find some very first general orientation. MBA programmes are made for ambitious professionals who want to elevate their samples to a greater level. Specific programs and applications are frequently used as keywords in the event of a technical resume. Award-winning management and co mmunication abilities and capacity to think outside the box. Want to Know More About Profile Samples Essay? Profile essay covers in-depth particulars of the circumstance and there are specific forms of profile essay questions too and that is the reason why it will become significant to do research on the topic before writing the essay. It is imperative to have a group discussion on the subject of the essay to create new questions and arguments on it. With the assistance of these expert essay writers, an individual can submit high quality essays in college for a great score. The major essay incorporates major questions, research, and arguments together with solutions on the subject of the essay. Resume profiles are the very first chance to highlight someone's relevant career experiences, skills, and what goals they are trying to achieve while in her or his next position. Career objectives are most useful for people targeting one specific position, since they let the applicant to directly cover the requirements of the business and show how they are going to fit in the workforce. Proofreading is of extreme importance when you wish to land that coveted job at a significant organization. Writing a profile essay demands the individual to perform a deep study and research on this issue of the essay. All you have to do is consult with an expert customized essay writing service like ours that is guaranteed to submit all of your assigned work punctually. Graduates that are still finding it tough to finish their profile essay for college after reading the aforementioned ideas can look for expert assistance. In case you haven't written one before, you should start with reading our tips about how to compose a personal statement. If you're interviewing an individual, give the interviewee a notion of the kinds of questions that you'll be asking.

The Tulsa Race Riot Of 1921 - 1376 Words

The Tulsa race riot was a large-scale, racially motivated pogrom on May 31 and June 1, 1921, in which a group of whites attacked the black community of Tulsa, Oklahoma. The Greenwood District, the wealthiest black community in the United States, was burned to the ground. Over the course of 16 hours, more than 800 people were admitted to local white hospitals with injuries, the two black hospitals were burned down, and police arrested and detained more than 6,000 black Greenwood residents at three local facilities. An estimated 10,000 blacks were left homeless, and 35 city blocks composed of 1,256 residences were destroyed by fire, resulting in over $26 million in damages. The official count of the dead by the Oklahoma Bureau of Vital Statistics was 36, but other estimates of black fatalities vary from 55 to about 300. The events of the massacre were long omitted from local and state histories: The Tulsa race riot of 1921 was rarely mentioned in history books, classrooms or even in private. Blacks and whites alike grew into middle age unaware of what had taken place. With the number of survivors declining, in 1996, the state legislature commissioned a report to establish the historical record of the events, and acknowledge the victims and damages to the black community. Released in 2001, the report included the commission s recommendations for some compensatory actions, most of which were not implemented by the state and city governments. The state passed legislation toShow MoreRelatedThe Tulsa Race Riot Of 19211400 Words   |  6 Pages The Tulsa Race Riot of 1921 was the culmination of racial tensions both endemic in American society as a whole in the period, and certain tensions peculiar to Tulsa, Oklahoma. 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Lives Changed pg. 5-6 V. Reparations pg 6-7 VI. References pg. 8 Introduction The Tulsa race riot of 1921 was a dark time in the history of Oklahoma. It all began with a simple misunderstanding, but had catastrophic consequences. Homes and businesses were destroyed, many African Americans and whites were killed, and Tulsa had lostRead MoreJohn Legend And His Get Lifted Film Co Essay2182 Words   |  9 Pageshistory. Through the documentary, the men and women of Greenwood, Tulsa. Oklahoma will be heard, as we chronicle the events that brought a thriving black community to its knees. Entrepreneur, J. B. Stradford, believed that black people had a better chance of economic progress if they if they pooled their resources, worked together and supported each other s businesses. 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To begin, there were many ways to show racism but, race riots were most common. One of the most famous race riots happened in Tulsa, Oklahoma. On the thirty first of May till the first of June in 1921, a handful of white people attacked an African American community. The Tulsa Riot started in an attemptRead MoreThe Bombing Of America s Black Wall Street Essay1538 Words   |  7 Pages The bombing of America’s Black Wall Street The events that took place in Greenwood, Oklahoma on the 31 of May 1921, was a holocaust in Black American history. Present day African Americans still cannot get past this horrible memory that their ancestors experienced because there was no atonement nor acknowledgement by the American government. The suburb of Tulsa christened â€Å"Little Africa† was an advanced economically empowered black community. It could be described as the golden black community