Types of play

Types of Play
Name
Institution
Types of Play
Part A: Kindergarten Children
KINDERGARTEN CHILDREN
Description of Typical Kindergarten age Play Child Development
explanation Other Factors that may affect the play Influence on your room and Environment
Socio-dramatic Children tend to recreate situations or events they have experienced or seen (Moore, 2017). They act out what they have seen or experienced physically in person. These may include doing laundry, fixing the engine, dressing or feeding toys and family event accounting. The child develops motor skills that help in the manipulation of small objects. The memory improves as they remember the things they are recreating and the correct order they follow. The presence of others in the room which may make children mimic from one another. The similarity of the objects for play by children. Parental support is essential where a parent can provide time for play, space and props’ access
Gross motor
Involves children moving their large muscles in the torso, legs, and arms. This includes; walking, throwing, climbing, and jumping. Children grow their gross motor skills within a short period. The gross motor skills assist in controlling the physical growth. Availability of other objects such as table and chairs that might stop children from free movement The room needs to be free from any harmful objects
Literacy (play with language) Children learn with their minds, bodies, and hearts. This involves inquiry and exploration. They have their hands-on activities that involve their senses (Moore, 2017).

Children develop in their intellectual and in linguistics. Knowing the language connects thoughts and learning. The support from the teachers and parents for literacy learning Availability of the reading charts, pictures, and materials to refer to for reading
Construction Children put together toys and small blocks. They sort them out and use to construct. Allows development of the brain as children make the design and creation of an imaginative structure Other children in the room and what they are doing influences the child The toys, blocks, and props need to be available in the room to facilitate play.
The arts Involve engaging the imagination of children leading to activities such as dancing, drawing, and music playing Development of fine motor skills acquired from grasping material used such as pencil, paintbrushes, and chalk. The support from the adults on how to draw, dance, and sing. The climate of the room should be such that it allows the art such as music playing, pictures for them to copy and draw.
Part B: School-age children
School Age Children
Description of Typical Play Child Development Other Factors Influence on Environment
Socio-dramatic The children imagine roles and assign to themselves and others following some predetermined plan sequenced steps. They include pretending to be in hospitals in the doctor’s office or having a party, fantasy, imitation, and drama. Learning skills in listening, negotiation, taking duties, sharing and having respect for others. The team or the group with which the children perform the social drama. Support from schools and parents in providing loose parts that can serve several parts.
Gross motor Children at the age of 5 to 6 can jump the rope, skip, walk on their tiptoes, and catch the bouncing ball among. Those at the age of 8 and 9 can swim, ride a bicycle, and jump rope. Children develop the physical skills and cognitive skills to allow them to go through any new environment such as in schools. Children can learn from trainers, coachers or even among themselves. The availability of the materials such as bicycles, swimming pool and the rope for the children to participate in activities.
Literacy (play with language) Children combine ideas, compromise amongst themselves and story tell to others. They experience intellectual growth by developing creative thinking and imagination. Allows the cognitive development. The support from the teachers and parents for literacy learning. Availability of the reading charts, pictures, and materials to refer to for reading.
Arts Children engage in dancing, music playing, and drama. Arts allows cognitive development through learning and practicing skills. They as well develop the language skills through description and sharing artwork. The support from the adults on how to draw, dance, and sing. The climate of the room should be such that it allows the art such as music playing, pictures for them to copy and draw.
Construction Creating box construction with the materials that have been recycled, digging rivers and terms in mud, multi-piece construction sets used in the classroom setting and Building a blanket fort. Development of the thinking skills and skills to solve problems. Allows quick comprehension for different space, shape, and directions Other children in the room and what they are doing influences the child.The toys, blocks, and props need to be available in the room to facilitate play.

Reference
Moore, R. C. (2017). Childhood’s domain: Play and place in child development. Routledge.