Why Play is Important for Children Essay Example for Free

Why Play is Important for Children Essay Children like to play, they need to run, chase, ride, skip and jump. The more they play, the more they want to play again. Play is important for Children because it practices their linguistic, cognitive and social skills and contributes to their general personality development. Children use their minds while playing, because they are thinking and acting as if they were another person. When they make such a transformation, they are taking a step forward abstract thinking in that they are freeing their thoughts from a focus on concrete objects. Play is also associated with creativity, especially the ability to be less literal and more flexible in ones thinking. Vygotskian who was a famous Russian psychologist wrote, In play a child always above his average age, above his daily behaviour; in play it is as though he were a head taller than himself. There are four types of play that reflect increasing levels of Childrens social interaction and sophistication. Solitary play is a play that takes place alone, often with toys, and is independent of what other children are doing. Parallel play involves children engaged in the same game or activity side by side but with very little interaction or common influence. Associative play is much like parallel play but with increased levels of interaction in terms of sharing, turn-taking and general interest in what others are doing. Cooperative play occurs when Children join and work together to achieve a common goal, such as building a large castle with each child building a part of the structure. Play have become quite indispensable to Childrens life, However, in order to motivate Children to learn from the games they are playing, Adults have responsibility to choose right playing method and age-appropriate games for the children. They are important elements to support the development of Childrens play. Types of Child’s Play Child’s play is seemingly limited only by imagination, but in general there are a few broad categories of child’s play that tend to cover the most common activities. Child’s play is often: * Quiet. These activities can often be conducted in one place, such as looking at books or working with blocks.  Children do not need great amounts of energy for quiet play and these activities are especially useful when a child is tired. * Creative. These activities allow a child to engage his/her imagination through painting, dancing, sculpting with clay and much more. Creative play allows children to come up with their own worlds, and many children enjoy being in charge of these activities. * Active. These activities require a good amount of energy and often help children develop their gross and fine motor skills. Playing with balls and climbing frames are examples of active child’s play. Cooperative. These activities involve more than one child. When children play with others and share their toys or take turns in an activity, they engage in cooperative play. * Dramatic/Role playing. Like creative play, children engage their imaginations during dramatic play or role playing and often take on the persona of a different character. Some dramatic play may take place with other children, though it might also include toys, dolls or even imaginary friends. Encouraging Child’s Play One of the most important things that a parent can do for their children is to be available for play. Activities that many parents enjoy doing with their children include: * Playing peek-a-boo with infants. * Singing silly songs and nursery rhymes with young children. * Reading to children of all ages. * Taking part in their children’s tea parties, school days or whatever other imaginary events they have dreamed up. * Dressing up in â€Å"costumes† and performing plays written and directed by their children. * Kicking or throwing a ball in the garden or park. * Playing â€Å"I spy† while out on walks or long drives. * Building towers of blocks or sand castles at the beach. For many parents, child’s play may seem lovely though relatively unimportant. If you find yourself wondering at the hours your child can spend engrossed in play, remember that (s)he is actually learning all about the world through these activities. Don’t wait for your child to invite you, join in and enjoy yourselves together! Learning through play Play helps young children to learn and develop their physical, social, emotional and intellectual skills through doing and talking, which research has shown to be the means by which young children learn to think. It is also how they learn to socialise as children engage in learning experiences with other children and adults. The Early Years Foundation Stage is a play based framework that childcare providers use as a tool to ensure that children from birth to five years are developing and learning to their full potential. Providers plan and provide a range of play activities, which help children to make progress in each of the key areas of learning and development identified by the framework: * Personal, social and emotional development. * Communication, language and literacy. Problem solving, reasoning and numeracy. * Knowledge and understanding of the world. * Physical development. * Creative development. There are lots of opportunities for you to help your child grow and learn. Parents can support their child’s development by choosing activities at home which gives them a chance to explore and use their imaginations. Visit our play activities page for ideas for fun activities for you and your child. The leaflet Learning Through Play contains further tips on how you can support your childs learning.

The Emphasis on Existentialisim in Lispector’s Work Due to The Traditio

The Emphasis on Existentialisim in Lispector’s Work Due to The Traditional Roles of Women The human mind often creates traumatized, twisted beliefs about the world after cataclysmic events have occurred. Picture 1920- the world has just been ravaged by bullets, bombs, and baleful butchers with malicious intent. The aftermath of World War II leaves the country of Ukraine encompassed in terror, anguish, and famine. Imagine being ravenous enough to consider devouring a decomposing relative, and then putting that consideration into action. Imagine a country where pogroms- violent attacks on ethnic groups, mainly Jews, that included the destruction of homes, businesses, and churches –are not only regular, but not surprising occurrences. Imagine suppression, repression, oppression, all the â€Å"-ions†Ã¢â‚¬ ¦Now insert a nine-year old girl struggling to live in this madness, add the rape and death of that girl’s mother, and there is the childhood of the renowned Brazilian author, Clarice Lispector. These experiences, which would alter anyone’s views on life, influenced and helped to develop Lispector’s existentialist ways of thinking. In these past occurrences, gender inequalities were very much prominent, which explains why Lispector focuses on the fate of women in her writing. Due to the oppressive government, women were confined to their traditional roles and in showing the lack of freedom, both mentally and physically, that this imposes on them, Clarice Lispector justifies her existentialist viewpoints through her writings; life is pain, misery, and inevitably death. These viewpoints are imminent when discussing the overall lack of freedom in Lispector’s stories â€Å"The Chicken†, â€Å"The Smallest Woman in the World†, and â€Å"Preciousness†. Within... ...for giving birth, her obedient stay after being caught, and her sudden yet unsurprising death describes, in Lispector’s viewpoints, the natural course of an average female’s life. Although Lispector wrote these stories in the 1940’s, reflecting on the then current gender inequalities and hardships of life during the aftermath of WWII, these themes are evident in all time periods, for as Lispector has shown, the innate traditional roles of women along with the pre-conceived notion of men being more significant than women are evident even in our time. These limits reflect Lispector’s existentialist viewpoints in showing that the life of a woman is restrained; women’s lives are filled with pressure, sadness, and ultimately death.

Summary of “Little Things” by Raymond Carver

Raymond Carver’s short story entitled â€Å"Little Things† is a representation of internal situation in a house when a husband and a wife could not retrieve the love that once felt before. The author did not state the names of the characters but only used the words â€Å"she† and â€Å"he† to refer the names of the characters as husband and wife. This story is a situation that most families usually get into because of the separation and the child is the most affected in the whole scenario for he or she could not able to determine whether to go with his or her mother or with his or her father. The story begins when the man paced his own things for he decided to leave his family. the woman was happy as according to her that the man will leave but it was felt from her emotions that it is hard for her to accept the situation. After packing all the things in his suitcase, the man went to the living room to get the baby but the woman did not want the man to take the baby so she grabbed the baby into the man’s hand. The baby started to cry but the two did not mend the tears and shout of the baby. They did not let each other to get the baby so they grabbed each other’s hands. Related article: †On Compassion† summary Because the woman is much weaker than the man, the man obtained the baby. The woman could not accept it so she tried again but the decision went on as the story ended. Carver’s story is a detailed short story as it represents the signification of elements and images that exists within the whole narrative. It shows that he is capable of acquiring consequences that emerged in the home where men and women could not recognize their weaknesses and incapability that made them quit from being together. Reference Carver, R. (1988). Little Things. Tess Gallagher From Where I'm Calling From: The Selected Stories Atlantic Monthly Press, 1988.

Dibujar Conjugation in Spanish, Translation, and Examples

The Spanish verb dibujar means to draw or to sketch. It is a regular -ar verb and follows the same conjugation pattern as other regular verbs like ayudar, tratar, and buscar. This article includes dibujar conjugations in the present, past, conditional and future indicative mood, the present and past subjunctive mood, the imperative mood, and other verb forms. Dibujar Present Indicative The conjugations of dibujar in the present indicative tense follow the pattern of other -ar regular verb conjugations. Yo dibujo I draw Yo dibujo en mi clase de arte. Tà º dibujas You draw Tà º dibujas el mapa para tu abuela. Usted/à ©l/ella dibuja You/he/she draws Ella dibuja el diseà ±o del edificio. Nosotros dibujamos We draw Nosotros dibujamos con là ¡pices de color. Vosotros dibujà ¡is You draw Vosotros dibujà ¡is retratos muy lindos. Ustedes/ellos/ellas dibujan You/they draw Ellos dibujan figuras en la arena. Dibujar Preterite Indicative The preterite tense can be translated to English as the simple past. It is normally used to talk about events that have been completed in the past. Yo dibujà © I drew Yo dibujà © en mi clase de arte. Tà º dibujaste You drew Tà º dibujaste el mapa para tu abuela. Usted/à ©l/ella dibujà ³ You/he/she drew Ella dibujà ³ el diseà ±o del edificio. Nosotros dibujamos We drew Nosotros dibujamos con là ¡pices de color. Vosotros dibujasteis You drew Vosotros dibujasteis retratos muy lindos. Ustedes/ellos/ellas dibujaron You/they drew Ellos dibujaron figuras en la arena. Dibujar Imperfect Indicative The imperfect tense is normally used to talk about ongoing or repeated actions in the past. It can be translated to English as was drawing or used to draw. Yo dibujaba I used to draw Yo dibujaba en mi clase de arte. Tà º dibujabas You used to draw Tà º dibujabas el mapa para tu abuela. Usted/à ©l/ella dibujaba You/he/she used to draw Ella dibujaba el diseà ±o del edificio. Nosotros dibujà ¡bamos We used to draw Nosotros dibujà ¡bamoscon là ¡pices de color. Vosotros dibujabais You used to draw Vosotros dibujabais retratos muy lindos. Ustedes/ellos/ellas dibujaban You/they used to draw Ellos dibujaban figuras en la arena. Dibujar Future Indicative The future tense is conjugated by starting with the infinitive (dibujar) and adding the future tense endings (à ©, à ¡s, à ¡, emos, à ©is, à ¡n). It is usually translated to English as will verb. Notice that all of the future tense conjugations except nosotros have an accent mark on the last syllable. Yo dibujarà © I will draw Yo dibujarà © en mi clase de arte. Tà º dibujarà ¡s You will draw Tà º dibujarà ¡s el mapa para tu abuela. Usted/à ©l/ella dibujarà ¡ You/he/she will draw Ella dibujarà ¡ el diseà ±o del edificio. Nosotros dibujaremos We will draw Nosotros dibujaremoscon là ¡pices de color. Vosotros dibujarà ©is You will draw Vosotros dibujarà ©is retratos muy lindos. Ustedes/ellos/ellas dibujarà ¡n You/they will draw Ellos dibujarà ¡n figuras en la arena. Dibujar Periphrastic  Future Indicative   The periphrastic future is conjugated using the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive dibujar. It is normally translated to English as going to verb. Yo voy a dibujar I am going to draw Yo voya dibujar en mi clase de arte. Tà º vasa dibujar You are going todraw Tà º vasa dibujar el mapa para tu abuela. Usted/à ©l/ella va a dibujar You/he/she is going todraw Ella vaa dibujar el diseà ±o del edificio. Nosotros vamosa dibujar We are going todraw Nosotros vamosa dibujar con là ¡pices de color. Vosotros vaisa dibujar You are going todraw Vosotros vaisa dibujar retratos muy lindos. Ustedes/ellos/ellas vana dibujar You/they are going todraw Ellos vana dibujar figuras en la arena. Dibujar Present Progressive/Gerund Form The gerund or present participle is normally used as an adverb or to form progressive tenses like the present progressive, which is usually formed with the auxiliary verb estar. Present Progressive ofDibujar està ¡ dibujando Is drawing Ella està ¡ dibujando el diseà ±o del edificio. Dibujar Past Participle The past participle is normally used as an adjective or to form perfect tenses like the present perfect, which uses the auxiliary verb haber. Present Perfect of Dibujar ha dibujado Has drawn Ella ha dibujado el diseà ±o del edificio. Dibujar Conditional Indicative The conditional tense is normally used when discussing possibilities. It is usually translated to English as would verb. Notice that all of the conjugations of the conditional have an accent mark on the last à ­. Yo dibujarà ­a I would draw Yo dibujarà ­a en mi clase de arte si tuviera mà ¡s tiempo. Tà º dibujarà ­as You would draw Tà º dibujarà ­as el mapa para tu abuela si necesitara direcciones. Usted/à ©l/ella dibujarà ­a You/he/she would draw Ella dibujarà ­a el diseà ±o del edificio si fuera arquitecta. Nosotros dibujarà ­amos We would draw Nosotros dibujarà ­amoscon là ¡pices de color, pero solo tenemos marcadores. Vosotros dibujarà ­ais You would draw Vosotros dibujarà ­ais retratos muy lindos si fuerais artistas. Ustedes/ellos/ellas dibujarà ­an You/they would draw Ellos dibujarà ­an figuras en la arena, pero no se quieren ensuciar. Dibujar Present Subjunctive The present subjunctive is used when a sentence has two clauses and it expresses emotion, desire, doubt, possibilities, or other subjective situations. Que yo dibuje That I draw La maestra quiere que yo dibuje en la clase de arte. Que tà º dibujes That you draw Mamà ¡ pide que tà º dibujes el mapa para tu abuela. Que usted/à ©l/ella dibuje That you/he/she draw La ingeniera pide que ella dibuje el diseà ±o del edificio. Que nosotros dibujemos That we draw Las instrucciones piden que nosotros dibujemos con là ¡pices de color. Que vosotros dibujà ©is That you draw El cliente espera que vosotros dibujà ©is retratos muy lindos. Que ustedes/ellos/ellas dibujen That you/they draw Los nià ±os quieren que ellos dibujen figuras en la arena. Dibujar Imperfect Subjunctive The imperfect subjunctive can be conjugated in two different ways. The tables below show both options. Option 1 Que yo dibujara That I drew La maestra querà ­a que yo dibujara en la clase de arte. Que tà º dibujaras That you drew Mamà ¡ pedà ­a que tà º dibujaras el mapa para tu abuela. Que usted/à ©l/ella dibujara That you/he/she drew La ingeniera pedà ­a que ella dibujara el diseà ±o del edificio. Que nosotros dibujà ¡ramos That we drew Las instrucciones pedà ­an que nosotros dibujà ¡ramoscon là ¡pices de color. Que vosotros dibujarais That you drew El cliente esperaba que vosotros dibujarais retratos muy lindos. Que ustedes/ellos/ellas dibujaran That you/they drew Los nià ±os querà ­an que ellos dibujaran figuras en la arena. Option 2 Que yo dibujase That I drew La maestra querà ­a que yo dibujase en la clase de arte. Que tà º dibujases That you drew Mamà ¡ pedà ­a que tà º dibujases el mapa para tu abuela. Que usted/à ©l/ella dibujase That you/he/she drew La ingeniera pedà ­a que ella dibujase el diseà ±o del edificio. Que nosotros dibujà ¡semos That we drew Las instrucciones pedà ­an que nosotros dibujà ¡semoscon là ¡pices de color. Que vosotros dibujaseis That you drew El cliente esperaba que vosotros dibujaseis retratos muy lindos. Que ustedes/ellos/ellas dibujasen That you/they drew Los nià ±os querà ­an que ellos dibujasen figuras en la arena. Dibujar Imperative The imperative mood is necessary when giving orders or commands. There are both positive and negative commands, shown in the tables below. Positive Commands Tà º dibuja Draw!  ¡Dibuja el mapa para tu abuela! Usted dibuje Draw!  ¡Dibuje el diseà ±o del edificio! Nosotros dibujemos Let's draw!  ¡Dibujemos con là ¡pices de color! Vosotros dibujad Draw!  ¡Dibujad retratos muy lindos! Ustedes dibujen Draw!  ¡Dibujen figuras en la arena! Negative Commands Tà º no dibujes Don't draw!  ¡No dibujes el mapa para tu abuela! Usted no dibuje Don't draw!  ¡No dibuje el diseà ±o del edificio! Nosotros no dibujemos Let's not draw!  ¡No dibujemos con là ¡pices de color! Vosotros no dibujà ©is Don't draw!  ¡No dibujà ©is retratos muy lindos! Ustedes no dibujen Don't draw!  ¡No dibujen figuras en la arena!