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Theory In Action Project- Activity #1: Block Play. Education Essay (Essay Sample)


read the source I gave you be carfully , and must choose at least one additional reading to write.then .use the module I give you please!thank you!


Potential Additional Sources For your project, you must use ONE additional reading to inform your project. As a reminder, the only sources you may use for your project are: the extra reading of your choice, the course readings, and the online module notes from our course. No other sources may be used! Feel free to choose one from the list below or choose one of your own (that is not already a reading in the course). If you do decide to go off-list, email the reading to your instructor for approval. Some options: 1. Bakeman, R. & Adamson, L. (1984). Coordinating attention to people and objects in motherinfant and peer-infant interactions. Child Development, 55, 1278-1289. 2. Bruner, J. (1983). Play, thought, and language. Peabody Journal of Education, 60(3), 60-69. 3. Gregory, K., Kim, A. Sook, & Whiren, A. (2003). The effect of verbal scaffolding on the complexity of preschool children’s block constructions. In D. Lytle (Ed.), Play and educational theory and practice: Play & culture studies (Vol. 5), 117 – 133. Westport, Connecticut: Praeger Publishers. 4. Huff, H. A. (1986). Components of attention during infants’ manipulative exploration. Child Development, 57, 105-114. 5. Lillard, A. S., Pinkham, A., & Smith, E. D. (2011). Pretend play and cognitive development. In U. Goswami (Ed.), Handbook of cognitive development (2nd ed., pp. 285-311). London, England: Blackwell. 6. Mole, H. & Tomasello, M. (2012). Three-Year-Olds Understand Appearance and Reality— Just Not About the Same Object at the Same Time. Developmental Psychology, 48(4), 1124- 1132. 7. Rogoff, B., Mistry, J., Göncü, A. & Mosier, C. (1993). Chapter 1: Introduction. In Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development, 58 (8, Serial No. 236), pp. 1-18. 8. Scaife, M., & Bruner, J. (1975) The capacity for joint visual attention in the infant. Nature, 253, 265-266. 9. Tomasello, M. (1988). The role of joint attentional processes in early language development. Language Sciences, 10, 69-88. 10. Trevarthen, C., & Hubley, P. (1978). Secondary intersubjectivity: Confidence, confiding and acts of meaning in the first year. In A. Lock (Ed.), Action gesture and symbol (pp. 183-229). London: Academic Press.


THEORY IN ACTION PROJECT- Activity #1: Block Play
First session
The block play based on observation of a 4-year old boy who builds blocks alone and then there is support of the block play. By the age of 3, children are able to design the space and acquire an idea of ​​3-dimensionality, and partly depending on age and creativity, they can complete scenarios where they use blocks to create structures. The task in block play involves creating various blocks where experience skill and patience, are required to build more complex blocks. To achieve this, the child begins by making the basic shapes, and he is observant as he notes the dimension of the blocks and how they can fit each other. Children tend to stack the blocks independently and collectively, and observing how the child plays provided insights on how the child is able to build structure focusing on the components of stage complexity, arch complexity and dimensionality complexity.
The game with building blocks delights children of all ages and gives them an opportunity to build colorful towers and constructions of all kinds. Observation of the child’s block play activities provide insights on his way of thinking and can be helpful to improve his cognitive thinking ability (Gregory et al., 2003). For instance, the block play was beneficial to be used to learn classifications by colors, shapes or sizes and logical series where this promotes cognitive reasoning and may help develop imagination and creativity. There were few distractions in the environment and the child was concentrating on the task when working alone and when being closely observed.

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