case study 

A group of kids were playing with bricks in the construction zone when our group happened to be there.Ages of the kids ranged from three to five.The kids were given a set of foam bricks to play with before the observation began.No rules or guidelines were offered; students may play anyway they wished with the foam bricks. The kids got busy using the foam blocks to construct skyscrapers, bridges, and other things.The kids were learning math and physics principles as they were playing. The amount of foam bricks they used, how many they built up, and whose tower had the most foam bricks were all skills they gained. In addition, balance was taught to them. As they constructed independent buildings, they gained knowledge of stability and balance.As they collaborated to build their structures, the kids gained problem-solving abilities. To address disputes that developed throughout the performance, they had to interact with one another and engage in negotiation. Additionally, they learned how to organize their thoughts, carry them out, and modify their plans in response to difficulties.Through play, the kids not only improved their cognitive abilities but also their social and emotional ones. They acquired the skills of cooperation, sharing, and taking turns. As they experimented with numerous ways to use the foam bricks, they also expanded their creativity and imagination.Overall, this finding demonstrated that play, particularly for young children, can be a potent learning technique. Children can learn a variety of skills and abilities via play that will help them in their future academic and social life.

5: Developmentally Appropriate Practice (DAP) and Early Childhood Education (ECE) Theories - Define DAP and ECE theories - Explain how these theories inform the use of authentic assessment in early childhood education 


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