# data[].attributes.body
Gender at Play: Fourth-Grade Girls and Boys on the Playground

In order to get a deeper understanding, we can analyze the play from different aspects, such as gender. The topic of gender also can relate to the week 10 topic, friendship and gender.

# data[].attributes.body
Create a Padlet wall on the theme of learning through play. Accompany your Padlet wall with an annotated bibliography of five texts you would recommend someone interested in this theme should read.

# data[].attributes.body
Article

# data[].attributes.body
Play and Child Development Considerations from a Comparative Ethnographic Research in Two Rural Argentinian Communities
Analyzing the factors that affect play through ethnographic research.

# data[].attributes.body
Children and play in Mayurbhanj District, Odisha
Author-Zazie Bowen's another relevant paper, on the same topic under the same context, which can also be seen as another extensive reading.

# data[].attributes.body
The use of games-based learning at primary education level within the curriculum for excellence: A combined result of two regional teacher surveys
The book is about how the new curriculum: game-based learning worked in Scotland. It is a good demonstration that play should be added to the class.

# data[].attributes.body
Role Play: A Productive Teaching Strategy to Promote Critical Thinking
https://files.eric.ed.gov/fulltext/EJ1210125.pdf
Improving the teaching techniques with extending activities, like role play. This article can show the importance of the productive teaching approach-role play.

# data[].attributes.body
Children's play is a form of social interaction with natural factors (Bowen, 2015).

# data[].attributes.body
References

# data[].attributes.body
For example, guided by the Curriculum for Excellence, the new teaching approach of Games Based Learning has been introduced in Scottish schools. According to the study of Razak et. cl(2012), students' learning was promoted by arousing their interests with high motivation.

# data[].attributes.body
Play is an essential part of learning since children are able to gain some productive skills and abilities through playing and can in return equip children with the skills that they need when they grow in society. For example, by making and sharing dolls with other children, interacting and communication skills are improved during the process of playing games. Pretending having classes make me more realize the role of being a teacher. On the contrary way, the traditional way of learning in the classroom is more likely to focus on improving receptive skills, like listening and reading (Davies, 1976). Students accept and understand the knowledge passively. To the end, integrating productive and receptive skills are both important in a class, especially in a foreign language learning class (Masduqi, 2016). Therefore, multiple activities should bring into the classroom, for instance: role play, games, peer discussions. Because students can perform for the sake of pleasure through studying.

# data[].attributes.body
However, similarities can also be shown. Both of the games are the interpretation of an adult’s life. To be specific, the children create some fake scenarios where most of them are aim to recreate adults' life through their perspectives. For example, the children in Odisha mimic what they have learned from the wedding and hold a wedding by themselves. In that case, I noticed that my childhood life also unconsciously imitated what I have seen and what I have experienced, and interpreted it into my rules of the game, like marking students. But play not only as a mechanism of imitation of adult roles and activities and the internalization of rules but also as an activity which allows the transmission and creation of new knowledge among peers.

# data[].attributes.body
But I live in a city center, the landscape and the culture are different from what I have read in the article. The district of my home was full of high rises so that there were slight chances to play with soil in a field. The sites of our childhood games were chosen differently which is in our own apartments. The resources were different as well with the notebooks, pencils, red pens.
Due to daily school life, we were spending most of our time in a classroom. In that case, the content of the role-play could be also different- being teachers and being students.

# data[].attributes.body
When I was reading the article, I realized that the comparison has already appeared. I automatically compared Odisha's games with my childhood games. Through the comparison and further reading, the differences are shown regarding by the materials, resources, sites we were used to playing. The soil was a primary medium and constituent for children in Odisha. Based on their agriculture and forestry were dominant economic livelihoods, they have more opportunity to experience nature and go to land to play with it. What’s more, the moral standard of respecting land are also influenced them to make a strong connection with the land and more likely to play with it. This can be shown from their wedding, for example, the earthen pot, soil dug from the field, decorated earth which can affect the children’s game in some way.

# data[].attributes.body
Bowen, Z. (2015). Play on the mother-ground: children’s games in         rural Odisha. South Asian History and Culture, 6(3), 330-347.
Davies, N. F. (1976). Receptive versus productive skills in foreign language learning. The Modern Language Journal, 60(8), 440-443.
Masduqi, H. (2016). Integrating receptive skills and productive skills into a reading lesson. Paper presented at the Proceeding of the International Conference on Teacher Training and Education.
Razak, A. A., Connolly, T., Baxter, G., Hainey, T., & Wilson, A. (2012). The use of games-based learning at primary education level within the curriculum for excellence: A combined result of two regional teacher surveys. Paper presented at the Proc. of the 6th Europ. Conf. on Games Based Learning.
Remorini, C., & Rende, M. (2014). Play and Child Development: Considerations from a Comparative Ethnographic Research in Two Rural Argentinian Communities. The Oriental Anthropologist, 14(2), 241-266.

# data[].attributes.body
One of the girls’ favorite games is toy-making. In Odisha, girls always make dolls by using the clay from the bottom of the pond and then decorated with rags. After that, they try to make a sand house, where are ready to hold a mock wedding with the homemade soil-bride and groom.

# data[].attributes.body
The importance of play

# data[].attributes.body
Similarity

# data[].attributes.body
Differences

# data[].attributes.body
Article
The author Zazie Bowen use the method of participant observation to examines how children develop their experience and knowledge of play which relate to the construction of adult world by writing ethnographic research.

# data[].attributes.body
It reminds me of my favorite game during my childhood- the role play(guo jia jia). I was used to playing it in my home with my neighbors. I always wanted to be the role of teacher and pretended to teach my friends math and English. When I finished my “classes”, I would give them a little paper to let them write in my notebook and use the red pen to mark them. After that, we would change our roles, I would be the student.

# data[].attributes.body
Play on the mother-ground: children’s games in rural Odisha
Zazie Bowen