Kids' Role-Play: Unlocking Creativity & Social Skills - Essay Sample

Introduction

Through role-playing, children are given a chance to bring out their creativity. It also allows children to develop the skills to discover, create, and imagine. Besides, it ensures that the children are capable of producing social groups, evaluates their ideas, and challenge thinking ability of one another while playing.

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Environment and Resources

It is a learning activity that often takes place by students taking up different roles in a scenario that is given by the teacher. Most of the time, role-playing will not involve the use of a script that is pre-set (Elliot, 2014).

Target Age Group/Class

Role-playing is among the various methods of learning and teaching administered to children up to the age of five years between the ages of five and 12, the mind of a child is developing at a fast rate, and therefore, an instructor must understand the different learning levels of each of their pupil ("Sample work Chinese Stage 5: Roleplay - Shopping | NSW Education Standards", n.d.). Through role-playing, all their capabilities and limits get to be known by the teacher. The instructor will then be able to use this knowledge to gauge the right learning activity and model that suits each student and according to their abilities and talents.

Curriculum Framework/Setting

The learning environment will be secure to enable safe play. It should also allow learners to interact quickly and provide ample space for the development of equal associations ("Designing | NSW Education Standards," 2019). Children develop a feeling of acceptance and attachment with other children who show great care for them. The learning environment also creates a surrounding where children can build trust and a healthy relationship with each other while at play. As a result, children will have the opportunity also to develop a sense of identity and get exposed to various aspects of life, such as spirituality and cognitive when they are playing together. Therefore children will have greater learning confidence and desire to learn new things from their peers. Playing together also helps children in developing an awareness of the social and cultural heritage of each other, which allows them to understand the impact of their individual beliefs and values in society.

Outcome 1: Improve Critical Thinking of Children

Through role-playing, students get the chance of thinking big. They are expected to comprehend the scenario presented before them and find solutions to the problems that may arise from the given situation or related as such ("Parliament of WA Web - About Role Plays," 2019)

Outcome 2: Bring a Supportive Learning Environment

Children that learn through play have a supportive learning environment where children can ask various questions, provide the solution to multiple tasks, and involve the students in critical thinking (Sumsion & Wong, 2018). As a result, children learn in an environment where they have the opportunity to have the desire to know new things and learn more. The children will also have the desire to acquire other skills and ideas that other students have, and this makes them creative and innovative.

Activity

The teacher sets up a scenario and explains to students what they are expected to do and learn, and with that, they are set to do things with their understanding. The teacher brings a collection of shells and rocks for them to observe and sort ("Designing | NSW Education Standards," 2019).

Modeling

The Explanation for Design and Pedagogical Approach

Modeling, also as a teaching and learning activity, takes the 'I do, we do you do' form (Fitzgerald, 2013).

Environment and Resources

The teacher can get enough time to go around the class and provide guidance in each step where the students might need it.

Target Age Group/Class

Again, this form of learning is helpful for children between the ages of five and 12 years (Marks, 2016). Modeling is also a suitable learning and teaching method since it helps the teacher to gauge the capabilities of each of his students. Once an instructor has equipped them with the skill, there are chances that each of them has a different absorption rate. Instructors will be able to tell those that are slow and those that are fast. From there on, they will know how to handle each of their students according to their capabilities. Modeling, moreover, helps to instill courage amongst the students. It allows them the chance to think independently and work at their preferred speeds.

Curriculum Framework/Setting

The structure of the learning space should enable students to work independently, as they will have known their requirements and expectations. A specification of the desired behaviors before the exercise will further ensure that they remain more accurate and constructive, as emphasized by Marks (2016).

Outcome 1: Enhance the Learning Speed of Slow Learners

It is also a suitable learning method for students who may prove to be slow learners. Since each of them is left to do their work, there is no point where a student will feel the pressured to finish the assignments quickly (Sumsion & Wong, 2018). Some will end as soon as possible while others will have to take a review of the work of previously worked examples before undertaking the given take-away assignments.

Outcome 2: Children Develop Confidence in Their Learning

The involvement of teachers when solving problems before students help builds confidence in students. It will allow the student to have the strength to test new ideas. As a result, they will have the competence and be active class participation.

Outcome 3: Shape the Behavior of Children

The curriculum framework or setting shapes children in a manner that allows them to learn and do their things in class. The teachers are also in a position to understand children capability, and as such, they are capable of teaching them what they can understand and master. This gives children courage and confidence in handling more complex tasks in their learning activities.

Activity

It means that in the beginning, for example, a teacher will solve a math problem in front of the class and then allow students to address another question similar to the solved case. This second question aims to try and gauge the level of understanding and grasping skills of a learner (Marks, 2016). The third phase involves the students making up a dance at that has a pattern, such as a stomp, clap.

Graphic Organizers

The Explanation for Design and Pedagogical Approach

The diagrams and different layouts are crucial in remembering a particular path in achieving something.

Environment and resources: When teaching the alphabet to students, the teacher can have different designs of things with relevant first letters displayed. Visuals are known to have a lasting impact on the human brain, regardless of age.

Objectives

This form of teaching and learning improves brainstorming capacity of a learner (Marks, 2016). In later stages, it is a form of education that helps in solving problems by breaking them down into steps. This step by step process hinders the possibility of missing out specific points of a particular path. Instructors find it crucial since they will be able to make a learner deduce the best way to approach the problem and ensuring that it is solved appropriately. It is also a preferred method of teaching because it helps children in the process of writing by allowing students the chance to arrange their thoughts in order (Marks, 2016). They are taught to put these thoughts in an order that is logical and easy to understand. Once this has been done, students are now able to take on the writing process through the various stages of drafting and revising the actual written pieces.

Target Age Group/Class

These are visual tools that are often used in learning, especially for children between the ages of 0-5 years (Aitken et al., 2015).

Curriculum Framework/Setting

The learning environment will seek to ensure that what is acquired by learners will be practiced even in the future (Marks, 2016).

Outcome 1: Improves Brainstorming Capacity of Learners

This form of teaching and learning improves brainstorming capacity of a learner (Marks, 2016). In later stages, it is a form of education that helps in solving problems by breaking them down into steps. This step by step process hinders the possibility of missing out specific points of a particular path.

Outcome 2: Makes Children Deduce the Best Way to Approach Problems

Instructors find it crucial since they will be able to make a learner understand the best way to approach the problem and to ensure that it is solved appropriately. It is also a preferred method of teaching because it helps children in the process of writing by allowing students the chance to arrange their thoughts in order (Marks, 2016). They are taught to put these thoughts in an order that is logical and easy to understand. Once this has been done, students are now able to take on the writing process through the various stages of drafting and revising the actual written pieces.

Activity

In the initial stages, the teacher can have the drawing, and the name of the object both outlined in the cards (Marks, 2016). Once he feels that he has exposed them to this enough, he can take away the name tags and have the students identify and name the objects on their own. 4. Playing with Sand

The Explanation for Design and Pedagogical Approach

An instructor can improve this by providing students with varied colors of sand and make them arrange in a particular way or for a specific purpose (Blumenthal, 2019). A child's sense of touch is also improved through this learning activity since sand has a variety of textures. Children should be availed with all these, and teachers can guide them in identifying different forms of surfaces.

Environment and Resources

Apart from sand, other tools that are needed for the exercise include funnels, bottles, spoons, scoopers, tubes, and props such as water and animal figurines.

Objectives

When a child is playing in the sand, there are several skills that they stand to learn, including their eye and hand coordination. These skills get better with time. The reason for this is that they are supposed to be watching other people and the things they are doing as he also attempts to do the same things, thus learning to multitask with his various organs (Skamp & Preston, 2017). Additionally, playing in the sand enhances creativity.

Target Age Group/Class

Playing with sand is yet another effective method of learning for children between the ages of two and three years (Campbell, 2015).

Curriculum Framework/Setting

Learners will be allowed to explore various elements and thus, not be limited in any way. By learning from others, they can undertake various activities on their own and even demonstrate their knowledge differently (Campbell, 2015).

Outcome 1: Build Multitasking Skills

When a child is playing in the sand, there are several skills that they stand to learn, including their eye and hand coordination. These skills get better with time. The reason for this is that they are supposed to be watching other people and the things they are doing as he also attempts to do the same things, thus learning to multitask with his various organs (Skamp & Preston, 2017). Additionally, playing in the sand enhances creativity.

Outcome 2: Brings an Excellent Sense of Identity and Recognition in Children

Allowing children to play in the sand ensure they understand themselves and as a result, be able to identify one another...