PROFILE

NAME : AINUL MARDHIAH BT YUSOFF

NICKNAME : LUN

GROUP/UNIT : PISMP JUNW 2017 INTAKE TESL SK-1

I/C NUMBER : 980613 11 5246

NATIONALITY : MALAYSIA

BIRTH DATE : 13.06.98

ETNIC : MELAYU

RELIGION : ISLAM

EMAIL ADDRESS : ainulmardhiah13698@gmail.com

LIFE QUOTE : Life is too short to care about everything

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NO. INDEX PAGES

1. PROFILE 1

2. TABLE OF CONTENT 2

3. INTRODUCTION 3

4. ESSAY 4-7

5. REFERENCES 8

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Introduction

This essay is written for the purpose of giving the synopsis of the article that had been
allotted, which is the Identifikasi Psikomotor, Kognitif, Sosioemosi dan Bahasa Dalam
Kalangan Kanak-Kanak Prasekolah Menggunakan Pendekatan Belajar Melalui
Bermain by Najeemah Bt Mohd Yusof. A theoractical basis was applied to the article and
based on what I had done, the theory that can applied is the Piaget theory where it support
the Play method of the educational approach. Other than that three positive impacts in the
article which may help teacher in teaching and learning in the classroom were listed in the
articl.

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Summary of Article:

Overall, the article is about the research done on the behaviour of pre-school children
from psychomotor, socio-emotional, cognitive, and language aspects while studying science
subjects in learning approaches through play. Through this approach, we can indirectly see
the mastery of the concept of learning from the general to the more specific. In addition,
children can socialize with peers and adults which leads to the expected improvement of
cognitive ability. This approach also enhances the mastery of emotional skills, strengthens
physical development, controls manipulation skills, constrains creativity constructively and
hopefully children can express and express their own feelings. In conclusion, the article
summed up the results of the study that have succeeded in achieving the objectives of the
study and have been able to provide answers to the research questions that have arisen
from it. The findings show that there are practices of pre-school children behaviour from
psychomotor, socio-emotional, cognitive, and language aspects while studying science
subjects in learning approaches through play. It can also be concluded here that the four
behaviours of psychomotor, socio-emotional, cognitive and linguistic aspects are on a
satisfying scale as a result of surveys conducted by the observer. Hence, it is highly
recommended that approach in more detail and action should be taken so that in the future
the pre-school behavioural survey of children while studying science subjects in learning
approach through play increases to a better and brilliant level.

Theoretical basis applied in the article.

Therefore, how can we as teachers or teachers to be help children to achieve their potential?
How can we aid them to learn? Well first we need to understand how they learn, and the
Swiss scientist and development psychologist, Jean Piaget, who died in 1980, gave the
world insights into the cognitive development of children identifying that what we as adults
might just refer to as play is a systematic process of learning that has identifiable stages
from birth to adulthood.

Jean Piaget was quoted in his later years as saying Our real problem is what is the goal of
education? Are we forming children that are only capable of learning what is already known?
Or should we try developing creative and innovative minds, capable of discovery from the
preschool age on, throughout life? No doubt, Piaget would be at odds with those politicians
who control formal education and prefer learning as a means of providing a skilled
workforce. He would definitely be in the side of the angels and see it as a lifelong process of
discovery and joy.

His theory of play (also known as developmental stage theory) is based upon the idea that
cognitive development and in particular the learning of language, requires appropriate

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environmental stimuli and experiences as the child matures. He suggested that there are two
key processes, assimilation (of new knowledge and experience) and accommodation of
those into the childs existing internal organised patterns of thought and behaviour, known as
schemas.

As child develops, it creates schemata for each of its experiences and the knowledge it has
gained, which it stores for reference when it comes across the same or similar experiences.
The new knowledge from these experiences are assimilated by the child and then
accommodated into existing schemata often updating those schemata with the new
experience. It is the assembled schemas that people use when they interact with the world
and people around them, and the richer a childs learning (play) environment, Piaget
theorised, the better the schemata and schemas will be.

Piaget theorised four distinct stages of cognitive development and the establishment of
schemas. The first is Sensorimotor, which lasts from a childs birth until it is two. During this
period children only have their five senses and movement through which to experience and
learn about the world around them. Piaget sub-divided the sensorimotor stage into six sub-
stages of simple reflexes, first habits and primary circular reactions, secondary circular
reactions, coordination of secondary circular reactions, tertiary circular reactions and the
internalisation of schemata. Next is the Preoperational stage, starting as the child starts to
learn to speak from approximately two years up until they are about seven. The child will
start to add pretend to their play, but such pretend is limited by the childs experience and
imagination. It is also limited by the egocentric nature of the child at this time. As with the
first stage Piaget has sub-stages of symbolic function sub-stage and intuitive thought sub-
stage. The Concrete operational stage, which lasts until the child is eleven (pre-
adolescence). During this period, the child can logically assemble the schema and
consciously save them for reference. They also normally cease to be as egocentric as they
were when in the preoperational stage and they identify their own thoughts from those of
others. They can classify objects and become more adept at dealing with mathematical
problems. Lastly, the Formal operational stage, this continues from eleven years to
adulthood at eighteen (or later) and is when the young person uses their experiences and
schema to develop the logical thinking and abstract reasoning they will use for the rest of
their life. They also develop metacognition, the ability to think about and monitor their own
thought processes.

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Three positive impacts in the article which may help teacher in teaching and learning
in the classroom

This article provides a perfect example on how to the teacher can conduct a fun play in the
study. The early childhood teacher is the facilitator of play in the classroom. The teacher
facilitates play by providing appropriate indoor and outdoor play environments. Safety is, of
course, the primary concern. Age and developmental levels must be carefully considered in
the design and selection of materials. Once appropriate environments and materials are in
place, regular safety checks and maintenance are needed to ensure that the equipment is
sound and safe for continued play.

Teachers also facilitate play by working with children to develop rules for safe indoor and
outdoor play. Discussion about the appropriate use of materials, the safe number of
participants on each piece of equipment, taking turns, sharing, and cleaning up provides the
children with information to begin their play activities. These discussions need to be ongoing
because some children may need frequent reminders about rules and because new
situations may arise (e.g., new equipment).

By providing play materials related to thematic instruction, early childhood teachers can
establish links between the children's indoor and outdoor play and their program's
curriculum. Thematic props for dramatic play can be placed in the dramatic play centre or
stored in prop boxes and taken outside to extend the dramatic play to a new setting. An art
centre in the outdoor play environment may encourage children to explore the possibilities of
using leaves, twigs, pebbles, and sand in their three-dimensional art productions. Painting
easels and water tables may also be moved outside periodically for children's use during
outdoor play periods. Finally, a collection of books stored in a wagon to be taken outside
during play time may offer some children a needed alternative to more active play.

As facilitators of children's play, teachers should closely observe children during play periods
not only for assessment purposes, as stated earlier, but also to facilitate appropriate social
interactions and motor behaviours. It is important that children be the decision-makers during
play, choosing what and where to play, choosing roles for each player, and choosing how
play will proceed. Occasionally, however, some children will need adult assistance in joining
a play group, modifying behaviour, or negotiating a disagreement. Careful observation will
help the teacher to decide when to offer assistance and what form that assistance should
take.

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Conclusion

Although play is a difficult concept to define, it is very easy to recognize. Children actively
involved in play may be engaged in a variety of activities, independently, with a partner, or in
a group. Because play is closely tied to the cognitive, socio-emotional, and motor
development of young children, it is an important part of developmentally appropriate early
childhood programs.

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References

Ard, L. & Pitts, M. (Eds.). (1990). Room to grow: How to create quality early childhood
environments. Austin, TX: Texas Association for the Education of Young Children.

Caples, S.E. (1996). Some guidelines for preschool design. Young Children, 51 (4), 14-21.

Christie, J.F. & Wardle, F. (1992). How much time is needed for play? Young Children, 47
(93), 28-32.

Csikszentmihalyi, M. (1981). Some paradoxes in the definition of play. In Cheska, A.T.

(Ed.). Play as context, (pp. 14-26). West Point, NY: Leisure Press.

Fox, J.E. (1993). Assessing cognitive development by observing children's outdoor play. In
M. Guddemi & T. Jambor, (Eds.). A right to play: Proceedings of the American Affiliate of the
International Association for the Child's Right to Play, September 17-20, 1992, Denton,
Texas, (pp. 128-131). Little Rock, AK: Southern Early Childhood Association.

Fromberg, D.P. & Gullo, D.F. (1992). Perspectives on children. In L.R. Williams & D.P.
Fromberg (Eds.), Encyclopedia of early childhood education, (pp. 191-194). New York:
Garland Publishing, Inc.

Fromberg, D.P. (1990). Play issues in early childhood education. In Seedfeldt, C.

(Ed.), Continuing issues in early childhood education, (pp. 223-243). Columbus, OH: Merrill.

Frost, J.L. (1992). Play and playscapes. Albany, NY: Delmar. G

arvey, C. (1977). Play. Cambridge, MA: Harvard University Press.

Hymes, J.L. (1981).Teaching the child under six (3rd. ed.). Columbus, OH: Merrill.

Johnsen, E.P. & Christie, J.F. (1986). Pretend play and logical operations. In K. Blanchard
(Ed.). The many faces of play (pp. 50-58). Champaign, IL: Human Kinetics.

Parten, M. (1932). Social participation among preschool children. Journal of Abnormal and
Social Psychology, 27, 243-269.

Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: W.W. Norton & Co.