Play dough activity Essay

I DISCUSSED WITH MY MANAGER THAT I WAS GOING TO CARRY OUT A PLAY ACTIVITY. THE PROJECT I HAVE CHOSEN TO DO IS THE MAKING OF PLAY DOUGH. I HAVE CHOSEN THIS ACTIVITY BECAUSE I FEEL THIS IS A GREAT PASTIME AND A GREAT EXPERIENCE BETWEEN ME AND THE CHILDREN. I SAY THIS BECAUSE THE CHILDREN CAN ACTUALLY TAKE PART IN THE MAKING OF THE PRODUCT. I THINK THIS ACTIVITY WILL HELP THEM TO LEARN ABOUT COLOURS, SHAPES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. MY MANAGER CONFIRMED THE ACTIVITY AND SHE WAS REALLY PLEASED WITH IDEA AND SHE ALSO THOUGHT THIS WOULD BE A GREAT LEARNING EXPERIENCE FOR THE CHILDREN. I  ALREADY HAVE A RECIPE ON HOW TO DO PLAY DOUGH, BUT MY MANAGER CONFIRMED ONE MORE TIME ALL THE INGREDIENTS: FLOUR, FOOD COLOURING, SALT, OIL AND WATER. I MAKE THE PLAY DOUGH ACTIVITY WITH FOUR MONTESSORI CHILDREN. THE FIRST THING I DID IT WAS TO GET ALL MY MATERIALS READY: SMALL BASIN, LARGE SPOON, FLOUR, SALT, OIL, WATER, PAINT, SHAPE CUTTERS, ROLLING PIN. IN THIS ACTIVITY CHILDREN CAN DEVELOP MOTOR SKILLS -USING PLAY DOUGH HELPS A CHILD PRACTICE USING CERTAIN PHYSICAL SKILLS WITH THE HANDS WHEN THEY MANIPULATE THE DOUGH WITH THEIR FINGERS. CHILDREN CAN PRACTICE SKILLS SUCH AS PINCHING, SQUEEZING OR POKING WHILE THEY  PLAY WITH THE DOUGH. COGNITIVE DEVELOPMENT-USING PLAY DOUGH HELPS A CHILD PRACTICE USING IMAGINATION AND OTHER COGNITIVE ABILITIES SUCH IMITATION, SYMBOLISM AND PROBLEM SOLVING. THIS HELPS THE CHILD LEARN MORE ABOUT HIS ENVIRONMENT AS HE MAKES AND MIMICS EVERYDAY OBJECTS WITH THE PLAY DOUGH. EMOTIONAL DEVELOPMENT-USING PLAY DOUGH MAY HELP A CHILD TO CALM DOWN WHEN FRUSTRATED OR ANGRY. HOLDING AND SQUEEZING THE PLAY DOUGH CAN PRODUCE A CALMING EFFECT ON THE CHILD AND IS USEFUL FOR TEACHING ANGER MANAGEMENT SKILLS. ADDITIONALLY, CHILDREN MAY FEEL MORE COMFORTABLE EXPRESSING THEMSELVES  IN OTHER WAYS WHILE THEIR HANDS ARE BUSY. SOCIAL DEVELOPMENT-USING PLAY DOUGH MAY HELP A CHILD DEVELOP SOCIAL SKILLS AS SHE PLAYS ALONG WITH OTHER CHILDREN WITH THE DOUGH. ADDITIONALLY, MAKING PLAY DOUGH IS AN OPPORTUNITY FOR A CHILD TO PRACTICE COOPERATION AND SHARING WITH A CAREGIVER. PHYSICAL DEVELOPMENT. USING PLAY DOUGH MAY HELP A CHILD TO DEVELOP MOTOR SKILLS NEEDED FOR WRITING AND DRAWING. LANGUAGE DEVELOPMENT. BECAUSE OF THE INTERACTIVE NATURE OF PLAY DOUGH USE, CHILDREN NEED TO LISTEN, UNDERSTAND THE COMMUNICATION OF OTHERS, SPEAK, AND  PRACTICE THEIR ORAL COMMUNICATION SKILLS AS THEY MOLD AND MANIPULATE THEIR PLAY DOUGH CONSTRUCTIONS. SCIENCE UNDERSTANDINGS. THE TACTILE EXPERIENCE OF MANIPULATING PLAY DOUGH HELPS CHILDREN DEVELOP A DEEPER UNDERSTANDING OF HOW MATTER CHANGES (PHYSICS) AND ENCOURAGES THEM TO USE SCIENTIFIC THINKING AS THEY OBSERVE CHANGES, MAKE PREDICTIONS, AND TALK THROUGH DIFFERENCES IN THE MATERIALS THEY ARE USING. MATHEMATICS CONCEPTS. MIXING UP A NEW BATCH OF PLAY DOUGH WITH ADULTS IS ONE WAY IN WHICH PLAY DOUGH ENGAGES CHILDREN IN MATHEMATICAL LEARNING AS THEY MEASURE AND COUNT RECIPE INGREDIENTS. DISCUSSIONS ABOUT SHAPE, RELATIVE SIZE (GREATER THAN, EQUAL TO, OR LESS THAN), HEIGHT, LENGTH, AND WEIGHT PROVIDE ADDITIONAL OPPORTUNITIES FOR CHILDREN TO DEVELOP MATHEMATICAL UNDERSTANDINGS. LITERACY LEARNING. WHEN PAPER AND WRITING UTENSILS ARE ADDED TO THE PLAY DOUGH AREA, CHILDREN CAN MAKE SIGNS, LABELS, AND CREATE STORIES RELATED TO THEIR PLAY EFFORTS. EXPLORING AND THINKING- CHILDREN USED THEIR SENSES, THEIR MINDS AND THEIR BODIES TO FIND OUT ABOUT AND MAKE SENSE OF WHAT THEY SEE. THEY USED THE IMAGINATION TO CREATE NEW SHAPE OR DIFFERENT MONSTERS FROM PLAY DOUGH; THEY  ARE IMITATING IN SPECIAL THE MOTHERS IN THE KITCHEN WHEN ARE COOKING; ARE MAKING GESTURES AS ADULTS ;ARE PLAYING AND TALKING ABOUT THE EXPERIENCE. IDENTITY AND BELONGINGS-CHILDREN BUILD RESPECTFUL RELATIONSHIPS WITH OTHERS; THEY EXPRESS THEIR OWN IDEAS, PREFERENCES AND NEEDS, AND HAVE THESE RESPONDED TO WITH RESPECT AND CONSISTENCY; THEY FEEL THAT THEY HAVE A PLACE AND A RIGHT TO BELONG TO THE GROUP; WELL-BEING-IN THE PLAY ACTIVITY CHILDREN WERE HAPPY AND PLAYFUL; THEY WERE INTERACTING TO EACH OTHER; THE GROUP ACTIVITY MAKE THEM FEEL COMFORTABLE AND CONTENTS. COMMUNICATION-CHILDREN USED A RANGE OF BODY MOVEMENTS, FACIAL EXPRESSIONS, AND EARLY VOCALISATIONS TO SHOW FEELINGS AND SHARE INFORMATION; THEY INTERACT WITH OTHER CHILDREN BY LISTENING, DISCUSSING AND TAKING TURNS IN CONVERSATION; CHILDREN USED LANGUAGE WITH CONFIDENCE AND COMPETENCE FOR GIVING AND RECEIVING INFORMATION, THEY ASKED QUESTIONS AND REQUEST TOO. THROUGH THIS ACTIVITY I FOUND THE CHILDREN HAD GREAT FUN. CHILDREN WERE VERY EXCITED ABOUT THE FACT THAT THEY WERE GOING TO HELP ME MAKE THE PLAY DOUGH. THEY WERE FULL OF ALL DIFFERENT QUESTIONS. OVER ALL I FELT THE ACTIVITY WENT VERY WELL