| Too many parents consider play as simply a means of | | | | Arts and crafts give children many opportunities to |
| diverting and distracting their children. Playthings are | | | | express their desire to make things. Crayons, paints, |
| often seen as a means of keeping children happy, | | | | clay, construction paper, scissors and paste, wood, |
| rewarding them, keeping them out of mischief, and | | | | leather, felt, and cardboard are among the materials |
| giving parents free time. | | | | that help children develop their creative imaginative, and |
| Not often enough do parents think of play and toys as | | | | aesthetic abilities. Arts and crafts also develop skills in |
| fundamental aspects of a child's education, as a | | | | manipulation, perception, and analysis. |
| means through which children learn to understand the | | | | #3. Construction Play |
| world around them, and as the primary method by | | | | Construction play involves assembling objects from |
| which children acquire many basic skills. | | | | what are usually prefabricated parts. It is less creative |
| Parents can help make their children's play stimulating | | | | than arts and crafts, but is also useful in developing |
| by doing three things. | | | | many skills. Putting together a set of railroad tracks |
| First, they can adopt an attitude of conscious, | | | | and trains is a form of construction play, as is play with |
| deliberate planning in which play is regarded as one of | | | | erector sets, Tinker toys, blocks and the like. |
| the most important aspects of their children's | | | | #4. Projective Play |
| environment. | | | | Protective play is play in which a child adds dramatic |
| Second, they can see to it that their children are | | | | and emotional meaning to activities with representative |
| provided with the kinds of toys and playthings that will | | | | toys-dolls, trucks, soldiers, homemaking sets, and |
| help develop the widest possible varieties of skills and | | | | doctor kits. Its great value lies in the role playing done |
| abilities. | | | | by the child rather than in the development of specific |
| Third, they can assume a direct, participating role in | | | | skills. |
| their children's play. | | | | #5. Hobbies |
| Planning a child's play does not mean planning each | | | | Hobbies which cannot be otherwise classified will |
| activity for every moment of the child's playtime. On | | | | generally fall under the heading of collecting activities. |
| the contrary, children should have maximum | | | | Collecting stamps, coins, rocks and minerals, butterflies |
| independence in choosing their own activities. And, | | | | and insects, sea shells, and leaves are all common and |
| within the limits of the daily routine of the home, a child | | | | popular hobbies. While some help in the development |
| should also choose the time for their activities, as well | | | | of certain skills, their greatest value is in the |
| as the duration of each. Good planning makes sure | | | | considerable knowledge a child can acquire in pursuing |
| that play is as varied and stimulating as possible. | | | | them. |
| A child should play at different times, with friends, with | | | | Most play can be classified in one of these five |
| parents, and by theirself. This play should include, within | | | | groups, and, ideally, play should include all of these |
| a period of about a month, all or most of the following | | | | types. Also, as skills develop, the activities should move |
| types of activities, each geared to the age level of the | | | | to a higher, more mature level. |
| child. | | | | However, a child does not automatically vary his play |
| Here are 5 of them: | | | | or develop in it. This is where the parent's planning |
| #1. Games | | | | comes in -- continually making the child aware of the |
| Games are perhaps the most basic of all forms of | | | | broad opportunities available to him in play; initiating |
| play. From peek-a-boo to chess, from pat-a-cake to | | | | certain activities during playtime; making suggestions |
| baseball, games occupy a central role in the lives of | | | | when the child needs and wants them; buying toys |
| most children from infancy to adolescence. Games | | | | that will, in themselves, lead to new pursuits; stimulating |
| may be physical or mental. In general they involve the | | | | new interests and ideas in any of a variety of ways. |
| development of skills, although some lead to the | | | | The parent should not manage the child's play, but |
| acquisition of information. | | | | should try to nudge it in the right directions. |
| #2. Arts and Crafts | | | | |