A hand-eye coordination as well as developing visual discrimination

A child’s fine motor skill can be developed physically when a child pretends to
be something or someone else in a theatrical way. From the very beginning of a
child having to put a character’s costume on, to the very end when the children
are putting the props away when the game has finished, role play builds
hand-eye coordination as well as developing visual discrimination (Wright, 2016.)

Cognitive development which can also be known as make believe play
encourages children to use their imagination. When children remember past
events and experiences using memory in the form of pictures that have been
stored in their brains, by discovering and observing life experiences it
allows children to become very imaginative. When children are playing, scenes
are created that has been built up in their heads through the use of their imagination.
Children recreate scenes and practice how they will deal with these pretend
scenarios and problem solve.  In
observing, discovering and carrying out deductive reasoning, pretend play is
critical for cognitive skills and helping children build the ability to solve
problems and draw their own conclusions. (William, 2012.)

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communications typically involve imaginary play and role play. In order for
children to develop vocabulary and language skills, children need to participate
in dramatic types of play. This allows them to practice and copy the words they
have heard others saying. Moreover, for children to respond, follow and
participate well in a game they will have to listen to others appropriately.
This type of play also promotes listening and speaking skills as well as collaborative
skills. Expressive language will encourage the children to play dramatically
forcing Children to learn within their pretend roles to communicate their
wishes within the group to motivate them. Shy or withdrawn children will often
find dramatic play very comfortable when participating in a group.

Literacy skills in role play

In order to portray experiences with
prejudice, teachers can use role playing scenario or name-calling and practice
effective interventions to stop the harassment or bullying with children.  All children can have a chance to act out
their feelings and ideas in small group settings in role playing.  children who may be more reluctant to share
their ideas in a larger group setting, will find smaller groups easier to deal
with. The role- play of bullying, victims, and the bystander can be experienced
when children are given the opportunity to play different scenarios. The
children will also learn how to help others to help avoid bullying and those
that are being bullied. Teachers that have detected various situations of bullying
they’ve observed occurring in the class room would be more effective in developing
feelings of empathy as it would be more effective. Moreover, this will allow
children to be happier in their learning environment because they would have
learnt how to tackle bullying as it is wrong, inadition what to do if it
occurs. Dramatic play for preschoolers is another great stepping stone for
learning to self-regulate their emotions and actions as they are known for
acting with impulse. Children are known to stick to dramatic playing as it
motivates and helps them develop well in the class room. The children will also
be able to alternate perspectives as they recognize different roles of people
in their communities and in their lives.  Both unstructured and structured dramatic play
offer teachable moments about conflict resolution. Inevitably, disagreements
will naturally arise during dramatic play, which offers children a chance to
arrange a compromise and work through challenging differences. Follow up
activities are a great way to engage children to respond when class mates are
being teased or bullied, working in a group to create a role- play relating to
anti- bullying will create positive on-going interventions.  (Airth, 2013).

Role play used to help

2.      Unstructured play is where children often
create their own set, as well as having the freedom to choose their own planned
settings based on the role-paly they have chosen. A shoe lace could become a
police cuff, the living room couch might turn into an airplane, this all stimulates imaginative thoughts of a child.

1.      One outcome is pre- determined Structured
play. A parent or teacher sets up a scenario for the children to play into,
such as setting up an “hospital”, and the children then choose and assign roles
from what it available and then work through problems that come the set.

There are two types of role play, which are
structured and unstructured:

Role-play is the
acting out of the part of a person or character. Role play can be carried out when
a person uses their imagination to speak, feel or think like a character. It is
important for children to engage in role play as it helps to improve their social
development. Through using their imagination, children can take on the role of another
person by pretending to be somebody else. Role play is also important as it
allows children to interact in social environments. Role play allows children
to develop friendship through taking turns, cooperating with one another and listening.
Children’s brains and imagination, is heavily stimulated through role play as
this too enhances their development. Different emotions, such as empathy can be
highlighted through role play within the classroom as it allows children to understand
and share their feelings. Role play is also beneficial to the teachers too, as
it allows children to set the scene for teachers to observe and support the
learning of children. The intellectual and social development of a child is very crucial as it
plays a very big part in the growth, of both thought and languages. (Wright2016).