Effects of Outdoor Play on Child Development

Effects of Outdoor Play on Child Development The aim of this project is to explore the effect of outdoor play on childrens social, emotional and physical development. According to Bruce (2004) play is probably one of the least understood aspects of an early-childhood practitioners work (p.135). The conceptualisation of play is shared by many other early childhood practitioners for whom play is considered essential, as an activity promoting learning (p.135). Outdoor play is a much needed activity in the early childhood. You may have come across a child playing and you are sure he/she is having a fun time. Therefore, play is the building block of a childs intellectual skills. Through play child develops social, emotional and physical skills. The outdoors according to Letter Wyver (2008) presents obvious opportunities to move and be active, and for children to discover and engage with the natural environment, as well as the chance for open ended activities such as sand water play, construction and pretend play. According to Hutt et al (1989, p.10) the emotional and social development of pre-school children depends crucially upon play while Penn (2008) asserts that to learn about child development is to learn about Piaget (p.41). As Piaget focused on how children acquire knowledge, he tried to understand how children change the way they think, how babies show intense reactions to external stimuli them (Penn, 2008). Ibid (2008) asserts that it was Piaget who provided a theoretical legitimating of learning through play. In addition, Berk (2009), Keenan (2002) Bruce (2004) are firm believers that children actively explore their environment and are influential in shaping their own knowledge. They believe that it was through social interaction with more experienced and more knowledgeable members of the society parents, relatives, teachers, peers etc. that children are able to acquire the knowledge and skills that a culture deems to be important According to Bruce (2004) there is no clear definition for play. It is still an umbrella world (Ibid, 1991), while other early childhood practitioners defined play as childs work. Play is primary way children express their social nature (Strickland et al, 2003). Ibid (2003) argued that all kids enjoy playing alone some of the time; while some prefer to play with others (social play) much of the time. Play is an integral part of learning. Piaget defined play as a kind of scientific rehearsal (Penn, 2008; p.43). While Bitton (2010) stated that play offers a meaningful context for children and that it is only when a situation has meaning and purpose that children can function at a higher level (p.49). Childrens emotions are ways in which they react to situations while social development refers to how they get alone with peers and form relationships (Ashiabi, 2007). Furthermore, emotional and social developments are linked because childrens social interactions are usually emotionally cha rged (Ibid, 2007). To clearly explore the role of outdoor play on social, emotional and physical development. Strickland et al (2003) asserts that outdoor play is critical to the social development of 3-4 year old children, and to girls in particular when it comes to building self confidence (p.2). In addition, children learn to be more empathy and less egocentric through play and they develop more skills for coping with conflict while boys tend to engage in more social dramatic outdoor play than indoors; outdoor play allows boys who are more physical to assume leadership roles (Srickland, 2002) and perhaps get more positive affirmation than they do inside. White (2007) confirmed that when given the choice, the outdoors is where most children want to be and playing outdoors is preferable to indoors. In support of this argument, Eustice Heald (1992) argued that outdoor play is an extension of classroom activities which summarises the beliefs of early year management that children learn best by explorin g, investigating and solving problems outdoors (p.7). While Alfano (2010) asserts that playing outdoors is a form of exercise that promotes well-being and wholesome physical developments; and that children are naturally drawn to active play outdoors. One of the obvious benefits of getting kids outside to play is the increased exercise they will be getting as opposed to setting in front of the T.V. or computer. Most early years scholars have also assert that when children play outdoors they are developing mentally, emotionally, socially, and physically. This view is supported by Johnson et al (2002) that children gain lots of opportunities outside to develop basic social skills and social competencies e.g. running, jumping cycling, hide and seek, sing; sensing, make noise, make mess, crawl, and explore the natural world unchallenged. While Brice (2004) viewed that through play, children develop initiative and are strengthened to face challenges in life (p.134). More so, playing outdoors reduces stress in kids. Children express and work out emotional aspects of everyday experiences through unstructured play (Levesque. 2011). Whilst Strickland (2002) argued that there are also opportunities for emotional development as children test their limit and challenge themselves to try things that may be just at the edge of their reach Moreover, most theorists found that pretend play outdoors was the most dominant form of play (Bulton, 2002). Perhaps thats why theorists such as Piaget and Vygotsky assert that pretend play provides children with opportunities to practice grown up and perspective talking (Ashiabi, 2007; p.2002). Also, in pretend play a child is always above his average age (Penn, 2008; p.44) and above their daily behaviour. In addition, Wyver Little (2008) asserts that play also facilitates language development, creative thinking and problem-solving; and helps children deal with complex and competing emotions. In view of the above statement, parents should allow their children play with other children because it helps in the emotional and social development. Although social and emotional benefits of outdoor play may not be in clear cut, one benefit from research is that it allows kids to move freely, make noise and self-express themselves in ways that many not be encouraging inside. Outside play encourages logical thinking and the ability to reason through highly interactive activities such as building sand-castles, playing games with friends, playing puzzles with friends etc. Time spent outside with peers helps to create social skills that are needed for great healthy friendship (Brouillette, 2010). While Froebal cited by Bruce (2004) stated that play is the highest level of learning.activities of the child (p.132). While Siraj-Blatchford et al (2002) cited by Bruce (2004) shows that the richest play is found especially in nursery schools. According to Little Wyver (2008) the significanc e of outdoor play as an essential part of every childs life has also been acknowledged by the United Nations Convention on the Rights of the Child Article 31 supports a childs right to rest and leisure, and to participate in play and recreational activities appropriate to the age of the child. There are other reasons why playing outdoor is important for children, according to Stewart (2010) when children play outside, they are more likely to maintain a healthy weight because they get the chance to burn off extra calories by running, jumping, climbing, riding bikes, yelling etc. which can also lead to better sleep. Also, the above exercise help children to develop small and large muscles, strengthened bones, increases flexibility, fine and gross motor skills and improves their overall health (Ibid, 2010). In addition, outdoor play is important in early childhood because it helps in the physical development of the child as obesity is a common problem among children today (Pillar, 2010). Therefore, engaging in outdoor play helps in preventing childhood obesity. More so, Vitamin D is essential for the skin and can only be derived by playing outdoors as it is impossible to get an adequate amount from food and vitamins alone. Getting kids outdoor increases the exposure to sun and their natural production of Vitamin D. In contrary to the above advantages of outdoor play, White (2007) argued that today it seems that the motivation for childrens outdoor play has declined because global society is very busy in its day-to-day activities and over protected parents. Furthermore, many school age children have too much homework after school, therefore having less time for outdoor play. Whilst those without homework are too busy/lazy watching T.V, playing computer games, or pre-occupied chatting with friends on-line. Lastly, some parents are too busy with work and other activities (watching T.V, Football, cooking) to see to their childrens adequate outdoor play. Some parents are so paranoid that every man outside the street with big glasses/spectacles is a pervert or paedophile waiting to attack or abduct their children as they play outside. Furthermore, social and environmental factors have greatly impacted on childrens opportunities for outdoors play. Little Wyver (2008) asserts that where once children may have spent time playing in the street riding bicycle, playing chasing games, and hide seek etc, increased traffic has made these areas and play opportunities off-limits for children as the changes are far too great. Children are now confined to classroom, backyards or local parks for relatively safe places to play. Also, Ibid (2008) stated that increase demand for housing in many areas, particularly urban areas, is eroding childrens play ground. Lastly, according to Johnson et al (2005) providing for outdoor play needs for children is a complex and challenging task. A variety of factors must be considered, including the various play needs of young children, supervision, safety etc. while many educators, politicians, and parents believe outdoor play takes time away from academic activities; as a result, recess and physical education in many schools is limited or totally eradicated (Sutterby Frost, 2002 cited by Johnson et al, 2005).

Ethical Theories Essay

Ethical egoism or egotism (also known as egoism) is the normative ethical arrangement that ethical agents have to do what is in their personal self-interest. It is different from psychological egoism, which declares that persons simply perform in their self-interest. Psychological egoism or egotism is the outlook that individuals are always aggravated by self-interest; even in what appears to be actions of altruism. It states that, when individuals decide to assist others, they do so eventually because of the private benefits that they themselves anticipate to get hold of, directly or indirectly, from acting so. It is indeed a non-normative vision, as it only makes arguments about how things are and not how they should be; it is conversely, linked to numerous other normative shapes of egoism, for instance ethical egoism and rational egoism. (Lundy, 2009). A quarrel for psychological egoism advises is that individuals just do what makes them sense fine, thus making all actions self-centered, for instance, you may help a turtle across a road because if you did not you would be upset about its well-being crossing the road. So in turn to sense good physically, you assist the turtle. The issue with this is it sounds like it is defining a generous person, one that gains contentment from serving others, a selfish person most probable would not have been dreadfully worried for the turtle in the first instance. Furthermore, if we glance to the deeper stimulus of the turtle helper’s actions, as the psychological egoists are likely to do and inquire why the individual derives pleasure from serving others in general and the turtle particularly, you will most probable run into the wrapping up that the individual cares about what comes about to others. This line of quarrel is actually a perplexity of the object of aspiration and auxiliary results of the consummation of that need; if once you get wedded you are enormously satisfied, that does not inevitably suggest that you got wedded with the wish for that pleasure in mind, rather the contentment is a purpose of your desire for wedding and would not be otherwise. Ethical egoism is the normative assumption that the encouragement of one’s own good is in accordance with morals, in the strong side, it is held that it is for all time moral to encourage one’s own good and it is by no means moral not to encourage it. In the weak side, it is supposed that even though it is for all time moral to promote one’s own good, it is not inevitably never moral to not. Explicitly, there might be conditions in which the evasion of private interest may be a moral deed. Ethical egoism states that moral agents ought to do what is in their own self-interest. It differs from psychological egoism, which claims that people do only act in their self-interest. The principle of psychological egoism is non-ethical, supported by the idea that the reason that drives us is the hunt of our own wellbeing, to the barring of anybody else’s, it is just how we are, entirely self centered. Freud (1923) defined ego as â€Å"the mind-ful rationalizing segment of the mind. †, so each action reasoned out has deeds to serve the self. On the contrary, ethical egoists suppose that the moral significance lies in glancing out for yourself and when provoked this way, each action, even serving others, takes you further down the road to attaining your own finest interests. The difference would appear to lie in the entire selfishness of psychological egoism as opposite to the helping of other’s wellbeing while focusing on one’s own, this appears equally beneficial and enhanced for society. It is uncertain whether each theory can be held as a factual ethical philosophy, if the classification of self-centeredness is applied, meaning that we always repudiate to judge others in favor of our own satisfaction, aggravated by our needs only, then facts of misleading notion has shown this to be incorrect. Self-interest portrays an individual who is engrossed in what he perceives to be what serves up his interests best, if applied to ethical egoism, there is proof to knock over this as well, it would require to be a general concept to have the power to stand as a moral assumption and it is not. The proof of altruistic instincts and integrity of concern for others is more general and stronger than either of these two above mentioned theories. It is more probable that we all own elements of self-interest and self-conservation, but are intrinsically willing to help and get by with others in society; nevertheless, it is in our best concerns to do so. (The internet encyclopedia of philosophy, n. d. ). Frequently attacks of self-interest are leveled alongside anyone performing in their own advantage as if no one should be concerned for themselves; I suggest that there is a distinction between self-centeredness and self-interest, self-centeredness is performing in your benefit with no regard and sometimes hurting other individuals. On the contrary, self-interest assists society flourish, self-interest is performing in your benefit but with reflection of others needs. Self-interest for a person, corporation or state is crucial for endurance. Reference Lundy, A. (2009). Psychological and Ethical Egoism. June 30th, 2009. Retrieved from: http://www. socyberty. com/Philosophy/Psychological-and-Ethical-Egoism. 508525 The internet encyclopedia of philosophy. (n. d. ). Egoism. June 30th, 2009. Retrieved from: http://www. iep. utm. edu/e/egoism. htm Vita, L. E. (2007). On Selfishness and Self-Interest. June 30th, 2009. Retrieved from: http://ethanleevita. blogspot. com/2007/12/on-selfishness-and-self-interest. html

God’s rule over human happenings Essay

God controls events of human history to accomplish of his purposes. God’s rule over human happenings is demonstrated many times in the Bible. One of the clearest examples is recorded in the first four chapters of the book of Daniel. Daniel and three of his friends were taken captive by Nebuchadnezzar, king of Babylon. In Babylon they are trained to be special servants of the king. When Nebuchadnezzar had a dream and apparently forgot it, he demanded that his wise men tell him what he dreamed and give its interpretation, on penalty of death if they didn’t. When Daniel heard about this situation, he and his friends prayed to God to learn about the dream and its interpretation. When God revealed the dream and its meaning to Daniel, Daniel thanked God by saying, â€Å"Blessed be the name of God forever and ever, for wisdom and might are His. . . . He removes kings and raises up kings; He gives wisdom to the wise and knowledge to those who have understanding. . . . I thank You and praise You, O God of my fathers; You have given me wisdom and might, and have now made known . . . the king’s demand† (Daniel 2:20-23, NKJV). The dream was about a man with a head of gold, his chest and arms of silver, his thighs of bronze, his legs of iron, and his feet partly of iron and partly of clay. Daniel told the king that God had revealed to him the dream and its interpretation. He declared that different parts of the man represented various kingdoms. The head of gold represented Nebuchadnezzar. His was the greatest kingdom. After him would come lesser kingdoms, represented by the inferior medals, until the coming of the greatest – an everlasting kingdom – represented by a stone, uncut by human hands. The stone would strike the image and broke it in pieces. It would then became a great mountain and fill the whole earth. Nebuchadnezzar was grateful to Daniel for telling him his dream and its interpretation. He declared, â€Å"Truly your God is the God of gods, the Lord of kings, and a revealer of secrets, since you could reveal this secret† (Daniel 2:47). The king then promoted Daniel to be ruler over the whole province of Babylon, and chief administrator over all the wise men of Babylon. Moreover, Daniel’s three friends were placed in positions of power in the province of Babylon. Nebuchadnezzar was a most powerful king. He was also very conceited. He built an image of gold, ninety feet tall. Why he built it is not declared in scripture. However, it may be because the dream, wherein he was represented as possessing a kingdom portrayed with a head of gold, motivated him to exalt himself in that way. He called for everyone to fall down before the image and worship it. But Daniel’s three friends refused. Nebuchadnezzar threatened them, saying that they would be put into a furnace of fire if they didn’t prostrate themselves before it. They still refused, saying that God would deliver them, but even if he didn’t, they would not worship the image. Nebuchadnezzar, full of fury, had them put into the fiery furnace. Afterward, however, when he looked into the furnace, he was greatly surprised. There was a fourth person, one like a son of the gods, walking among them and none of them were burned. When Nebuchadnezzar called for them to come out of the furnace, he discovered that they were not singed, nor did they have even the smell of fire on them. Therefore he said, â€Å"Blessed be the God of Shadrach, Meshach, and Abed-Nego, who sent His Angel and delivered His servants who trusted in Him . . . that they should not serve nor worship any god except their own God! Therefore I make a decree that any people, nation, or language which speaks anything amiss against the God of Shadrach, Meshach, and Abed-Nego shall be cut in pieces, and their houses shall be made an ash heap; because there is no other God who can deliver like this.† (Daniel 3:28-29) He then promoted them in the province of Babylon. Nebuchadnezzar thus came not only to recognize, but also to appreciate the Most High God. Nevertheless, Nebuchadnezzar was still filled with great pride. In his own words, Nebuchadnezzar told how he came to be humbled by God. He had another dream which none but Daniel could interpret. The dream was about a great, strong, and high tree with lovely leaves and abundant fruit. In it the birds lodged, under it animals found shade, and from it all flesh was fed. But a voice from heaven commanded the tree to be cut down. Even so, the stump and roots were to be left, bound with iron and bronze in the grass of the field. Before being told the meaning of the dream, Nebuchadnezzar recognized that â€Å"This decision is . . . in order that the living may know  that the Most High rules in the kingdom of men, gives it to whomever He will, and sets over it the lowest of men† (Daniel 4:17). When told the dream, Daniel was disturbed because he knew it was against the King. The tree represented the king. Although the king was great, he would be cut down but not destroyed. His heart would become like that of an animal and he would eat grass for seven â€Å"times† (probably seven years). However, Nebuchadnezzar was assured that the kingdom would be his after he came to realize that Heaven rules. Daniel then advised the king, â€Å"break off your sins by being righteous, and your iniquities by showing mercy to the poor. Perhaps there may be a lengthening of your prosperity† (Daniel 4:20). The dream began to be fulfilled a year later while Nebuchadnezzar was walking in his palace. He said, â€Å"Is not this great Babylon, that I have built for a royal dwelling by my mighty power and for the honor of my majesty?† (Daniel 4:30). It was then that a voice from heaven said, â€Å"King Nebuchadnezzar, to you it is spoken: the kingdom has departed from you! And they shall drive you from men, and your dwelling shall be with the beasts of the field. They shall make you eat grass like oxen; and seven times shall pass over you, until you know that the Most High rules in the kingdom of men, and gives it to whomever He chooses† (Daniel 4:31-32). And so it was. Nebuchadnezzar ate grass like an ox, his body was wet with the dew of heaven, his hair grew like eagles’ feathers, and his nails like bird’s claws. At the end of the time, Nebuchadnezzar’s understanding returned to him, as did his kingdom, honor, splendor, counselors and nobles. He then blessed the Most High, saying, â€Å"His dominion is an everlasting dominion, . . . He does according to His will in the army of heaven and among the inhabitants of the earth. No one can restrain His hand or say to Him, ‘What have You done?’† (Daniel 4:34-35). He then praised and honored the King of Heaven, saying that his works are true and his ways just. Moreover, he said, â€Å"those who walk in pride, He is able to put down† (Daniel 4:37). God rules. He sent dreams to Nebuchadnezzar. Through Daniel, God made their interpretations known. In this way God caused Daniel to become ruler over  all Babylon and his friends to be elevated to rulership positions. God changed Nebuchadnezzar’s heart and made him to be a believer in the Most High God. He also humbled and then restored Nebuchadnezzar to his kingdom. He thereby caused His name to be heralded by the King throughout all Babylon (Daniel 4:1-3). Nebuchadnezzar came to know that God ruled. Yet he probably did not understood the extent or purposes of God’s rule. He may not have realized that in all these things God was preserving the Israelites in their captivity. When we see disturbing conditions in our world (just as the Israelites saw and were disturbed by the fall of Jerusalem and the overthrow of their nation by the Babylonians) we should realize that God â€Å"reigns over the nations, God sits on his holy throne† (Psalm 47:8; See also Jeremiah 18:7-10). He still rules in the kingdom of men. And while we may not know the extent of God’s rule, we should realize that God is working out his own purposes through contemporary human events.

The Philosophical Point Of Humanism - 1733 Words

intellect.gif (9933 bytes) Renaissance Humanism Humanism is the term generally applied to the predominant social philosophy and intellectual and literary currents of the period from 1400 to 1650. The return to favor of the pagan classics stimulated the philosophy of secularism, the appreciation of worldly pleasures, and above all intensified the assertion of personal independence and individual expression. Zeal for the classics was a result as well as a cause of the growing secular view of life. Expansion of trade, growth of prosperity and luxury, and widening social contacts generated interest in worldly pleasures, in spite of formal allegiance to ascetic Christian doctrine. Men thus affected -- the humanists -- welcomed classical†¦show more content†¦The present world became an end in itself instead of simply preparation of a world to come. Indeed, as the age of Renaissance humanism wore on, the distinction between this world (the City of Man) and the next (the City of God) tended to disappear. Beauty was believed to afford at least some glimpse of a transcendental existence. This goes far to explain the humanist cult of beauty and makes plain that humanism was, above everything else, fundamentally an aesthetic movement. Human experience, man himself, tended to become the practical measure of all things. The ideal life was no longer a monastic escape from society, but a full participation in rich and varied human relationships. The dominating element in the finest classical culture was aesthetic rather than supernatural or scientific. In the later Middle Ages urban intellectuals were well on the road to the recovery of an aesthetic and secular view of life even before the full tide of the classical revival was felt. It was only natural, then, that pagan literature, with its emotional and intellectual affinity to the new world view, should accelerate the existing drift toward secularism and stimulate the cult of humanity, the worship of beauty, and especially the aristocratic attitude. Almost everywhere, humanism began as a rather pious, timid, and conservative drift away from medieval Christianity and ended in bold independence of medieval tradition.Show MoreRelatedTaking a Look at Existentialism1640 Words   |  7 PagesExistentialism when looked in a dictionary means a philosophical theory or approach which emphasizes the existence of the individual person as a free and responsible agent determining their development through acts of the will. This theory emphasizes on the existence of man as an individual and how every choices exerted by him determines a different course of action for him. 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