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Learning Potential Scenario Analysis

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Submitted By sussmandani
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Name: Danielle Sussman
Student Number: 42852471

ECH113 Early Childhood Play and Inquiry
Assignment 5:
Learning Potential Scenario Analysis

Play is linked to the intellectual development of children (Degotardi, 2014a). It provides an active construction of understanding in a variety of areas, nurturing creative, academic and social dispositions from its beginnings in the life of a child (Myck-Wayne, 2010, pp. 3). Play exists in many forms, and is assessed by a number of measures. The play scenario between four-year-olds Sophie, Isaac and Matthew will be examined in light of their narrative development and social play. An understanding of the importance of narrative development and the complexity of social play in early childhood will unmask the centrality of play in nurturing children’s cognitive and emotional development. It will also provide an insight into the potential methods for adult support and enhancement in play to maximize its benefits in early childhood.

Narrative development in early childhood play is a result of creative thought and expression. Narrative development is rooted in symbolic thought, which refers to representational thinking (Degotardi, 2014a). Symbolic thought is a construct of abstraction, whereby something is transformed in the child’s mind into something else, creating meaning beyond its original context (Van Hoorn, Nourot, Scales, & Alward, 2013, pp. 213). Sophie and Isaac’s symbolic play begins by utilizing the given materials beyond their obvious capabilities, building a castle, “princess tower,” and river. Matthew uses the bench and blanket to create the dragon’s house. A stick and leaf create a flag in a practice called ‘symbolic distancing’, which signifies the degree to which the object used resembles that which it symbolizes (Van Hoorn et al., 2013). The effortlessness integration of...

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