How Piaget And Vygotsky 's Theories On Children 's Holistic Development
“The years of early childhood are the most playful of all, for children spend most of their waking hours to play, acquiring the skills, ideas, and values that are crucial for growing up”(Berger, 1994, p. 209). Play lies at the heart of early childhood, it is a vital channel for children to attain knowledge, most of their learning takes place through play. In this essay firstly I will be discussing my early childhood play experience in China and different perspective of the play in New Zealand. Then I will explain how Piaget and Vygotsky’s theories on play is relevant to children’s holistic development. Practicum placement activities and my homestay’s little girl’s experiences will be used as example and links will be mode to Te whariki (Early childhood curriculum).
Play in China
Because of the one child policy background, the position of play is arduous to exceed education in China. Plus a huge population base, makes parents extremely want their child to win at the starting line, so they reduce their child’s playing time, utilize most of time to enhance the development of child’s intelligence. Chinese children do most of their play under the teachers’ direction and total group instruction. Meaning, if it is not free time, all of the games will be organized by teachers and everyone needs to follow the rules.
My most joyful playing time is free time after a nap or whole day class, because I had opportunities to play what I want. I can still remember the feeling…