Dear parents,
I write to you to address your concerns regarding your kids’ playing in the classroom. According to Zigler and Bishop-Josef (2004), play makes children all-round in many ways. First, it boosts their language and communication skills as they interact with each other. Similarly, it improves their hand-eye coordination, timing, social skills, and cognitive functioning. Research shows that children who are exposed to any form of playing demonstrate reduced rates of crime at their adult stage.
Physically, playing enhances hand-eye coordination thus enabling children to perform simple tasks on their own. Some of these tasks are zipping, brushing their teeth, waving their hands, and brushing their shoes (Penn, 2005). Playing also improves kids’ motor skills as they are able to control the movement of other objects around them apart from their own. Cognitively, the instructors can ask the children what they are doing or trying to do thus boosting their brainpower (Zigler, Gilliam, & Barnett, 2011). In essence, instructors can come up with complex models of the game which stimulates the learners’ brain. Emotionally, children can have a sense of self-fulfillment after playing well (Austrian, 2016). Lastly, during playing, the children are able to understand the feelings of other children around them and can develop an attitude of self-control.
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One of the highly beneficial games is stacking and knocking balls. Essentially, the game boosts kids’ ability in scientific and mathematical concepts (Medina, 2010). While playing, the children can learn balance, shapes, forces, and counting which are essential concepts. Additionally, solving the simple technicalities of stacking develops the kids’ brain and their interaction during the game improves their emotional well-being.
In summary, playing improves physical, cognitive, and affectionate development of kids. To leverage the full potential of playing in learning, we look forward to your support.
Yours faithfully,
Class Instructor.
References
Austrian, S. G. (2016). Developmental theories through the life cycle . New York: Columbia University Press.
Medina, J. (2010). Brain rules for baby: How to raise a smart and happy child from zero to five . Pear pr.
Penn, H. (2005). Understanding early childhood: Issues and controversies . Maidenhead: Open University Press.
Zigler, E., Gilliam, W. S., & Barnett, W. S. (2011). The pre-K debates: Current controversies and issues . Baltimore, MD: Paul H. Brookes Pub.
Zigler, E., Singer, D. G., & Bishop-Joseph, S. J. (2004). Children's play: The roots of reading . Washington, D.C.: Zero to Three.
