At 13:50, when the educator went out to help out other children, other children came. One of the girl, named A, wanted to exchange blankets with S. In this given certain standard, associative play has applied. Associative play means children engage in separate activities but exchange toys and comment on another’s behavior. (372) However, S screamed at her and said, “I am using the toy!” S’s speech is presenting a thinking called Egocentrism, which is the failure to distinguish the symbolic viewpoints of others from one’s own. (321) S believes that the toy is owned by him and this world is all about him. The educator came and told S to share. At the meantime, a girl named G came and played with S. Now, G was the mother and S was the father.
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Educator took out their blankets and S put the blanket on the floor. Even though S and other children were doing the same activities, they never interrupt with each other, and this is called parallel play. Parallel play is a limited form of social participation in which a child plays near other children with similar materials but does not try to influence their behavior. (372) But after a few minutes, S found out he could not read all the food by himself, so an educator came and helped him. This condition is a theory based on Vygotsky calls zone of proximal development, which refers to a range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners. S could read words but he was still young to understand and read all the words in the story book, yet with the help of educator, he could do it. Meanwhile because of other children were almost the same age as him, they were facing the same problem of not knowing all the vocabularies in the story. S and his neighbor O started to read books together. The situation shifts from parallel play to cooperative play. Cooperative play is a more advanced type of interaction, children are orient towards a common goal, such as acting out a make-believe play. (372) In here, S and O have worked together to complete their goal by reading the story book under the help of
Educator took out their blankets and S put the blanket on the floor. Even though S and other children were doing the same activities, they never interrupt with each other, and this is called parallel play. Parallel play is a limited form of social participation in which a child plays near other children with similar materials but does not try to influence their behavior. (372) But after a few minutes, S found out he could not read all the food by himself, so an educator came and helped him. This condition is a theory based on Vygotsky calls zone of proximal development, which refers to a range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners. S could read words but he was still young to understand and read all the words in the story book, yet with the help of educator, he could do it. Meanwhile because of other children were almost the same age as him, they were facing the same problem of not knowing all the vocabularies in the story. S and his neighbor O started to read books together. The situation shifts from parallel play to cooperative play. Cooperative play is a more advanced type of interaction, children are orient towards a common goal, such as acting out a make-believe play. (372) In here, S and O have worked together to complete their goal by reading the story book under the help of