新西兰作业代写:游戏活动

Keywords:新西兰作业代写:游戏活动

游戏包括为自我娱乐而进行的活动，有行为的、社会的和精神的奖励。游戏是针对孩子的，奖励来自于个体的孩子;这是一种享受和自然的感觉。游戏由不同的类型组成，可以用来在不同的情境和情境中为不同的儿童提供不同的需求。各种类型的游戏，包括跳跃、跑步和其他身体活动，以及孩子们观看其他人代表他们玩耍的代理游戏。他们也从“不活跃的观察”玩的孩子宁愿离开,看哪个孩子参与集团“积极联想”游戏,需要计划和公司操作游戏类型也包括表达玩就是玩材料(如粘土、橡皮泥,操纵游戏,让孩子们的测量控制他人和他们的环境(例如,把一个玩具小屋,看父母捡起来,然后再扔掉它)。象征性的游戏(也被称为戏剧表演)是另一种重要的游戏类型，孩子们在游戏中把一个物体替换成另一个物体(例如，一个孩子会用一根棍子来代表一个勺子或者一个梳子来代表一个麦克风)。这种假装游戏有不同的形式:孩子可以假装玩一个物体来代表其他物体，玩没有任何物体，假装他们确实存在。或者，孩子可能会假装是其他人，模仿成人，并试验他们在周围环境中扮演的角色(例如，母亲、父亲、照顾者、医生等等)，成为一个成年人意味着什么。他们也可以假装通过其他没有生命的物体(比如玩具马踢另一个玩具马)。儿童的象征性游戏通常可以在生命的第二年开始时观察到，并且通过对认知问题解决能力、创造能力和情感幸福的研究和实验联系起来。
新西兰作业代写:游戏活动
Play consists of activities performed for self-amusement that have behavioral, social, and psychomotor rewards. Play is directed towards the child, and the rewards come from within the individual child; it is enjoyable and spontaneous". Play consists of different types that could be utilized to serve different needs of children in different situations and settings. Types of play range from physical play which involves jumping, running and other physical activities to the surrogate play at which ill children watch others play on their behalf. They also range from "inactive observation" play at which children prefer to stay away and watch to "active associative" at which children engage in group play that requires planning and co operation Play types also include expressive play which involves playing with materials (such as clay, play dough, and the manipulative play that gives children the measure of control over others and their environment (for example, to throw a toy out of a cot, watch a parent pick it up, and then throw it out again). Symbolic play (also be referred to as dramatic play) is another important type of play at which children enact scenes where they substitute one object for another (for example, a child will use a stick to represent a spoon or a hair brush to represent a microphone). This kind of pretend play takes on various forms: The child may pretend to play using an object to represent other objects, playing without any objects and pretending that they are indeed present. Or the child may pretend to be someone else and imitate adults and experiment what it means to be an adult in a role they are exposed to in their surrounding environment (for example, mother, father, care-giver, doctor and so on). They may also pretend through other inanimate objects (e.g. a toy horse kicks another toy horse). Symbolic play in children can usually be observed during the beginning of the second year of life and it has been linked through the studies and experiments to the cognitive problem solving skills, creative abilities, and emotional well-being.