Kibata

Sign In

Our Services

Get 15% Discount on your First Order

Order Now
[rank_math_breadcrumb]

Discussion 1: Delving Into Your Play HistoryRequired Resources: Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., Golinkoff, R. M., & Committee on Psychosocial Aspects of Child and Family H

  1. Discussion 1: Delving Into Your Play History

Required Resources:

  • Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., Golinkoff, R. M., & Committee on Psychosocial Aspects of Child and Family Health , & Council on Communications and Media. (2018). The power of play: A pediatric role in enhancing development in young childrenLinks to an external site.. Pediatrics, 142(3). e20182058. https://pediatrics.aappublications.org/content/142/3/e20182058
  • Lashbrook, A. (2018, August 22). Playtime may bolster kids’ mental healthLinks to an external site.. The Atlantic. https://www.theatlantic.com/health/archive/2018/08/playtime-may-boost-kids-mental-health/568186/
  • Wood, L. (2014). Holding on to play: Reflecting on experiences as a playful K-3 teacherLinks to an external site.. YC Young Children, 69(2), 48–57. https://www.jstor.org/stable/ycyoungchildren.69.2.48
  • Huff Sisson, J., & Lash, M. (2017). Outdoor learning experiences connecting children to nature: Perspectives from Australia and the United StatesLinks to an external site.. YC Young Children, 72(4), 8–16. https://www.jstor.org/stable/90013699
  • Carlson, F. M. (2011). Rough play: One of the most challenging behaviorsLinks to an external site.. YC Young Children, 66(4), 1825. https://guidingchildrensbehaviorkaceys.weebly.com/uploads/2/3/2/7/23273454/roughplay.pdf
  • Scott-McKie, L., & Casey, T. (2017). Play types toolkitLinks to an external site.. Play Scotland. https://www.playscotland.org/resources/print/Play-Scotland-Play-Types-Tooolkit-bringing-more-play-into-the-school-day.pdf?plsctml_id=11593

Consider the following scenario:

Dr. Stuart Brown, founder of the National Institute for Play, has contacted you and asked you to share your personal “play history” for his research. He offers:

“So what I would encourage you … to do is to explore backwards as far as you can go to the most clear, joyful, playful image you have, whether it’s a toy, or on a birthday, or on a vacation … and begin to build from the emotion of that into how that connects with your life now.” (Brown, 2010)

Keeping in mind that Brown believes our play histories are the basis for our passions and inner drives as adults, review the Learning Resources and participate in the Discussion using the prompts provided below..

Post your response to the following:

  • Describe your play history, using specific examples from your childhood.
  • Use terminology, definitions, categories of play, and any additional information from “The Power of Play: A Pediatric Role in Enhancing Development in Young Children” and other resources in the module to further describe and deepen your play history.
  • Reflect on how your play history may have impacted your own physical, cognitive, language, social, and emotional development.

2. Discussion 2: Outdoor Triumphs, Risks, and Challenges

Last week, you reflected on your own play history, which perhaps included rich descriptions of time spent outdoors: playing with friends and alone, running, meandering, climbing, building, and imagining.

But what is time outdoors like for children today? Many spend far less time actively and freely engaged in outdoor play with extended days in care and school and an emphasis on structured sports at younger ages. The prevalence of time spent on “screens” and safety concerns also have taken their toll.

Researchers in many fields have raised alarms as to why a lack of time outdoors is detrimental to the healthy development of children. However, at the same time, there are also a number of fascinating ideas and approaches that have emerged within the early childhood field that position outdoor and nature-based play as not only accessible but indeed central to helping young children thrive.

In preparation for this week’s Discussion, consider your own experiences with and perspectives about young children and the outdoors. Then, review the resources and think about your reactions and the role of early childhood professionals in making sure children participate in the breadth and depth of what the outdoors has to offer. 

Post your response to the following:

  • Explain the value of nature-based play, forest schools, risky play, and big body play to every child’s healthy development and learning.
  • Describe issues that you notice pertaining to accessibility and inclusion in outdoor/nature-based experiences for all children.
  • Discuss specific challenges related to each of the categories of outdoor play for early childhood teachers.
  • Analyze your own discomfort related to any or all of these areas and explain how you might move yourself further along on the continuum of comfort and risk.

Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Order Now

Related Questions

Module Three – LikingChapter 3: The Psychology of Liking – Principles and Applications Lesson One – An Introduction to Liking Introduction The principle of liking is one of the most compelling psychol

Module Three – LikingChapter 3: The Psychology of Liking – Principles and Applications Lesson One – An Introduction to Liking Introduction The principle of liking is one of the most compelling psychological tools for influencing behavior. It is rooted in the basic human desire for connection and approval, driving many

432/5 tasks: 1) Select two theorists from the list below. Carl Rogers, Rollo May, Martin Buber, Clark Moustakas, Abraham Maslow, James Bugental, Irvin Yalom, Kirk Schneider, Viktor Frankl, R. D. L

432/5 Section 1 tasks: 1) Select two theorists from the list below. Carl Rogers, Rollo May, Martin Buber, Clark Moustakas, Abraham Maslow, James Bugental, Irvin Yalom, Kirk Schneider, Viktor Frankl, R. D. Laing, Mick Cooper, Emmy van Deurzen. If you wish, you can locate a different theorist not listed; be

Referring to the controversial article by Norcross, argue for and against the use of psychological tests in clinical, forensic, and educational settings. Give examples of situations in each of these c

Referring to the controversial article by Norcross, argue for and against the use of psychological tests in clinical, forensic, and educational settings. Give examples of situations in each of these contexts in which you think testing would be appropriate and inappropriate. Please make sure to address issues of diversity and

Referring to the controversial article by Norcross, argue for and against the use of psychological tests in clinical, forensic, and educational settings. Give examples of situations in each of these c

Referring to the controversial article by Norcross, argue for and against the use of psychological tests in clinical, forensic, and educational settings. Give examples of situations in each of these contexts in which you think testing would be appropriate and inappropriate. Please make sure to address issues of diversity and

SUBJECT: PSYCHOLOGY AND LAW An organization known as the Innocence Project is “dedicated to exonerating wrongly convicted people through DNA testing and reforming the criminal justice system to preven

SUBJECT: PSYCHOLOGY AND LAW An organization known as the Innocence Project is “dedicated to exonerating wrongly convicted people through DNA testing and reforming the criminal justice system to prevent future injustice.” Go to their web site ( and read one or more of the sample cases presented.Summarize one of them

SUBJECT: PSYCHOLOGY AND LAW INSTRUCTIONS: An organization known as the Innocence Project is “dedicated to exonerating wrongly convicted people through DNA testing and reforming the criminal justice sy

SUBJECT: PSYCHOLOGY AND LAW INSTRUCTIONS: An organization known as the Innocence Project is “dedicated to exonerating wrongly convicted people through DNA testing and reforming the criminal justice system to prevent future injustice.” Go to their web site ( and read one or more of the sample cases presented.Summarize one of

436/4 Section 1 Main Entry (Parts 1-3) Part 1: In this unit, you listened to the Halloway et al. (2021) podcast episode titled Making Common Factors Common in EBP Practice. The following qu

436/4 Section 1 Main Entry (Parts 1-3)  Part 1: In this unit, you listened to the Halloway et al. (2021) podcast episode titled Making Common Factors Common in EBP Practice. The following questions pertain to this resource.    A. Share your reaction to what you learned about the common factors in this podcast. Considering

495/4 Section 1 Main Entry: Answer Parts 1 (a-c) & 2 Consider this scenario: You are a psychologist working in a brain injury rehabilitation clinic. All your patients are recovering from a

495/4 Section 1 Main Entry: Answer Parts 1 (a-c) & 2 Consider this scenario:You are a psychologist working in a brain injury rehabilitation clinic. All your patients are recovering from a stroke, traumatic brain injury, or neurosurgery. This is an outpatient clinic – meaning your clientele are those who have

Lesson 1: Understanding the Rule of ReciprocationLearning Objectives By the end of this lesson, students will: Define the principle of reciprocity.Explain its cultural and historical significance.Iden

Lesson 1: Understanding the Rule of ReciprocationLearning Objectives By the end of this lesson, students will: Define the principle of reciprocity. Explain its cultural and historical significance. Identify examples of reciprocity in personal and professional settings. Lesson Content: Definition, Context, and Applications of Reciprocity1. Definition and Overview Reciprocity is a fundamental social

Lesson 1: Understanding the Rule of ReciprocationLearning Objectives By the end of this lesson, students will: Define the principle of reciprocity.Explain its cultural and historical significance.Iden

Lesson 1: Understanding the Rule of ReciprocationLearning Objectives By the end of this lesson, students will: Define the principle of reciprocity.Explain its cultural and historical significance.Iden Lesson 1: Understanding the Rule of ReciprocationLearning Objectives By the end of this lesson, students will: Define the principle of reciprocity. Explain its cultural

Lesson 1: Understanding the Rule of ReciprocationLearning Objectives By the end of this lesson, students will: Define the principle of reciprocity.Explain its cultural and historical significance.Iden

Lesson 1: Understanding the Rule of ReciprocationLearning Objectives By the end of this lesson, students will: Define the principle of reciprocity.Explain its cultural and historical significance.Iden Lesson 1: Understanding the Rule of ReciprocationLearning Objectives By the end of this lesson, students will: Define the principle of reciprocity. Explain its cultural

Lesson 1: Understanding the Rule of ReciprocationLearning Objectives By the end of this lesson, students will: Define the principle of reciprocity.Explain its cultural and historical significance.Iden

Lesson 1: Understanding the Rule of ReciprocationLearning Objectives By the end of this lesson, students will: Define the principle of reciprocity.Explain its cultural and historical significance.Iden Lesson 1: Understanding the Rule of ReciprocationLearning Objectives By the end of this lesson, students will: Define the principle of reciprocity. Explain its cultural

1. question • You will create a six-week psycho-educational group. Create it in a PowerPoint presentation. • You will explain what the group is about and what you want clients to learn (the

1. question •      You will create a six-week psycho-educational group. Create it in a PowerPoint presentation. •      You will explain what the group is about and what you want clients to learn (the outcome) from the group. You will explain what you are doing each week in the group. Activities, length

VAL- UP TO 1/19/2024- ***** PLEASE MAKE SURE THAT ALL WORK IS AUTHENTIC- DO NOT USE AI IT WILL BE SCANNED***** ****** THIS ASSIGNMENT HAS 2 PARTS / PLEASE LABEL EACH PART SEPARATELY WITH REFERENCES WH

VAL- UP TO 1/19/2024- ***** PLEASE MAKE SURE THAT ALL WORK IS AUTHENTIC- DO NOT USE AI IT WILL BE SCANNED***** ****** THIS ASSIGNMENT HAS 2 PARTS / PLEASE LABEL EACH PART SEPARATELY WITH REFERENCES WHEN COMPLETED****** PART 1- Module 1- DISCUSSION- (VAL)- Conflict 1.     Define conflict in your own