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Write an essay on factors that inhibit play in the primary grades. Include both aspects of modern life and specific challenging conditions that may affect play activities. Describe how a primary-grade teacher might address some of these factors. There are many factors that inhibit play in the primary grades. I feel the most important factor that can come between a child and his or her ability to play in the primary grades is their health. Poor health status and poverty, illness, poor nutrition, injury and violence and even homelessness can all inhibit development and growth in a child ability to play. Primary-grade teacher must help families access housing, health, and nutrition services for children. If these needs for a child are not meet children can't learn in school and are less likely to develop physically and acquire the appropriate motor skills need at this age. Other factors that inhibit play in the primary grades vary considerably from one culture to another. Functional Play: This type of open-ended, repetitive motor activity play, is often observed as school age children are running, jumping, screaming, and chasing on the playground during recess at school. Traditionally, functional play has been considered less sophisticate, socially and cognitively, than make-believe or games with rules. High levels of this type of play have often been looked at as evidence that some children have play deficits and in some cultures children that live in poverty have been labeled deficient. A growing change is school policy in some communities have threatened opportunities for functional play. One trend observed in schools across the country is the reduction or elimination of recess during the school day. Teachers need to become advocates for out-door play and motor activities during the primary years. They must defend the importance of physical play in the face of a movement in American education to reduce or eliminate recess. Rough-and-tumble play: is a form of functional play that enhances both physical and social development. In the primary years rough-and -tumble play becomes more organized and rule-governed. Parents and teachers who are familiar with this type of play may be doubtful about it. It takes careful observation to see the structure in such wild interactions with classmates. It is often misinterpreted as aggression or pre- aggression and is stopped by parents or teachers. Rough-and tumble play rarely leads to aggression. Teachers should be cautious not to misinterpret rough-and-tumble play as inappropriate; teachers should provide a variety of play experiences that are relevant to all cultures represented in the classroom.
Approximate Word count = 1583
Approximate Pages = 6.3
(250 words per page double spaced)
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