Learning Through Play by https://padlet.com/kxkxkx668/m82s0cybynbkc5yo en-us 2021-04-10 08:41:43 UTC 2025-03-13 00:45:15 UTC hello@padlet.com Playing to learn kxkxkx668 https://padlet.com/kxkxkx668/m82s0cybynbkc5yo/wish/1402206062 The author firstly explains what play is and how it has a role in learning, especially for young children. Within this study she observes children's play as a type of artist. The scholar is convinced that all games are purposeful and that they can be considered as such, only when the child chooses what, where and how to deal with the play. Highlighting the close connection between games and creativity, the author shows why games are crucial for learning and development. For example, playing is not only a learning process, but also a learning pattern. She describes games as memories of action and recognizes the significance of experience and cultural tools. This book also mentions the importance of what children can choose to do and what they can do, emphasizing that only when children have the initiative, they are really playing. Besides, the author considers early play in infant interactions with others and the objects and events encountered in life. She examines the importance of society and culture in this process and argues that human babies can develop social skills through learning. The author also sets out her thinking on memory, by focusing on its parts, such as memory and experience, memory and role-playing, memory and semiotics, and memory and cultural tools.
 
]]> 2021-04-10 08:48:50 UTC https://padlet.com/kxkxkx668/m82s0cybynbkc5yo/wish/1402206062 An ethnographic Study of Children's Riddling in Ethiopia kxkxkx668 https://padlet.com/kxkxkx668/m82s0cybynbkc5yo/wish/1402206093 In this article the author, Jirata , utilizes Argenti and Schwartzman's concept of child-centered verbal activity and Eastman's aspects of the meaning of riddling to illustrate the way that Guji children practice riddling and its application to enhancing informal learning. Riddling's social value originates from children's play practice, which distinguishes the Guji child culture from the adult world. Through the author's observation, it is found that children can share their cultural reality, through which they resist human imposing, thus creating an environment in which they maintain social networks and can entertain each other by testing each other. As a children's artistic performance, riddling exposes children to the field of play and improves their problem-solving skills and their ability to interpret metaphorical images. As a result, riddling provides an environment for children to experiment with language and solve problems. As children acquire and recall many riddles and attempt to explain their meanings in conjunction with social and natural phenomena, they gradually expand their intellectual consciousness. In this way riddling provides an informal learning environment, where children can reconstruct their social practices, which are different from those of adults, exercise their intelligence and understand the local environment's realities.]]> 2021-04-10 08:48:52 UTC https://padlet.com/kxkxkx668/m82s0cybynbkc5yo/wish/1402206093 Yup'ik Eskimo Girls at Play kxkxkx668 https://padlet.com/kxkxkx668/m82s0cybynbkc5yo/wish/1402206804 This article mainly describes storyknifing, as played by a group of girls in an Eskimo village. The author first introduces the tools, symbols, and stories used in this activity, as well as setting out the historical role of the stories in Eskimo traditional culture. Although this small village in southwest Alaska has been significantly influenced by the West, storyknifing continues to provide a forum for young girls to learn about culture and cognition. The village environment supports teaching through storyknifing and offers a rich foundation for children's experiences. In addition, the stories that children see on TV and in videotapes end up providing new material for girls in the storyknifing. In the more traditional Yup'ik Eskimo society, people have used storyknifing activities to pass culture from one generation to the other. By spending hours performing this game, young girls practice and absorb many core values, folklore and behaviors of the community. A major concern for the women in this village is that some traditional ways of life may be disappearing. To avoid that, they consider essential to actively participate in teaching girls the traditional Yup'ik behaviors by demonstrating skills, telling stories, and participating in girls' story knife activities. This article finds that storyknifing provides a platform for Eskimo village girls to explore and construct a certain meaning in a rapidly changing culture.]]> 2021-04-10 08:49:27 UTC https://padlet.com/kxkxkx668/m82s0cybynbkc5yo/wish/1402206804 Play, Childhood, and Playthings in Bor, South Sudan kxkxkx668 https://padlet.com/kxkxkx668/m82s0cybynbkc5yo/wish/1402206853 By reporting on children's accounts of play in Bor, South Sudan, this article contributes to the comparative ethnography of play. As described by the author, in South Sudan children with small arms made of mud or reeds are often used to demonstrate how military conflict has profoundly influenced children's lives and imaginations. The article describes children's daily lives, vital imaginations, and interactions in a setting where playfulness has been neglected due to military conflict. This is done by situating play within the socio-political and economic systems that organize Bor Town culture. In this essay the author uses Brian Sutton-Smith's (1997) attention to the variability of play to consider children's concepts of play in Bor as something that threaded through multiple events and situations but often surpassed them and led in unpredictable directions. The article pays considerable attention to the place and the relative positions of games and the social, political, and economic relations between people of all ages. In doing so, the author tries to draw the readers’ attention to the experiences of children, to the society where they come from and the way reproduction occurs. Consideration of the way in which children play suggests that this provides preparation for their adult roles and materials for understanding them. In this way, it ends up playing an active and self-reflection role in their social lives.]]> 2021-04-10 08:49:30 UTC https://padlet.com/kxkxkx668/m82s0cybynbkc5yo/wish/1402206853 The Dialectic of Work and Play in Kwara'ae Children's Lives kxkxkx668 https://padlet.com/kxkxkx668/m82s0cybynbkc5yo/wish/1402209177 The author explores how Kwara'ae children in the Solomon Islands frame imagination and reality in play and work. In addition, he considers how they place themselves in play and work by distinguishing, framing, and enacting styles of action, which, while common among children, are given a unique style of embodiment by local child culture. For research purposes the author had virtually unrestricted access to four families and their experiences in two rural villages on Malaita Island. The study discusses the definitions of imagination and fact in Kwara'ae culture and their contribution to child socialization, work and play. Researchers believe that fantasy stimulates children's creativity and that children learn to distinguish between reality and unreality in human experience by mastering the transformation of reality and fantasy involved in pretending. Kwara'ae children’s adult model performance reflects their observation of adult behavior and their experience of recalling and repeating daily routines over a long time. As children have a deeper understanding of what they know and what it means to them, this learning and transformation are evident in their games. In these performances, they use the knowledge they have constructed to test what they know about a given job, social or reasoning task in the world of adult-level competence. ]]> 2021-04-10 08:51:50 UTC https://padlet.com/kxkxkx668/m82s0cybynbkc5yo/wish/1402209177