Playground Behaviour
Field Report on the development of children’s playground behaviour, based upon the observation of nursery and primary school children.Note: To protect the identity of the children observed and mentioned in this report, their names have been changed. Much research has been done into children’s play behaviour. Theories and models have been proposed detailing the phases and stages through which a child will develop. These phases lie along a linear plane with each child advancing through them showing different traits along differing timescales. Piaget (1951) described a developmental sequence from practice play through symbolic play, to games with rules acknowledging that these stages were overlapping. There have also been numerous attempts to try and define the characteristics of play; of which a concise definition seems almost impossible, with each party placing it emphasis on different criteria that encompass playful behaviour. (Smith et al.,1998). For the purpose of my observation I shall define play as being physically active behaviour with no external goal present, they are not doing the activity for any reason other than self-pleasure. If a goal becomes applicable then play ceases.
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Some common words found in the essay are:
Howes Matheson, Harkness Super, Waldrop Haverson, Field Report, Nursery School, Junior School, Super CM, Matheson CC, Exercise Psychology, Smith AL, junior school, smith et, smith et al, primary school, motor skills, al 1998, children observed, age children, bee 1995, play peers, et al, et al 1998, nursery primary school, gross motor skills, school age children,
Approximate Word count = 1621
Approximate Pages = 6 (250 words per page double spaced)
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