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Play Materials for Child Educational Centers
Introduction
Being on a tight budget should not mean that any children under ones care should lose out on full development. The identification of the particular stage at which the child is in should enable a teacher to identify the most important type of play that the child requires. Most school children often need play materials that will enhance their already developed cognitive functioning while at the same time fostering their social functioning (Johnson, Christie & Wardle, 2005). This helps the child to be more comfortable with the new environment as he or she detaches emotionally from his or her parents as well as other siblings that the child has been used to. The best way to identify the most important play materials to acquire while under a strict budget, is through the establishment of learning centers.
Literacy center
A literacy center has to cater to the childs literal development and perception of characters such as alphabets, numbers, colors, and shapes. In this case, one can provide the child with materials such as blank books, pencils, markers, crayons, and different shapes, colors, and textures of paper. These materials are relatively cheap and open-ended, which means that they can be used in several play activities. These materials allow children to participate in meaningful literacy as well as writing experiments, which is part of their growth (Johnson, Christie & Wardle, 2005).
Art center
An art center provides a child with tactile, visual, and auditory learning opportunities through the use of wooden or plastic blocks. These may be of different colors as well as shapes with letters or numbers as well as other common figures drawn or painted on them. These can be applied in themed play as children learn to make traces of different shapes, as well as sketches and block building projects. Blocks are relatively cheap and with the readily available raw materials, one can make them easily with no extra costs.
Play center
An engaged play center often involves engaging play activities that include the interaction between different children. Play materials such as paints, homemade dough, and sand are common alternatives that are often cheap and can be acquired even with a tight budget. These products often help the children to engage their language, sensory, motor, social, cognitive, and emotional tendencies. This leads to the development of the same abilities, especially when adapted for prolonged periods. The fact that young children are prone to boredom and fatigue after engaging in the same play activity for a long period means that physically challenging play materials, which are applied in the class setting, bring out different personalities between the involved children (Johnson, Christie & Wardle, 2005). This ensures that they are occupied as they try to engage their peers socially as well as intellectually.
Conclusion
The choice of play materials should always be advised by the desired learning effects that are expected. These should be part of the growth process that the child goes through with emphasis being placed on the personal needs of each child in a classroom. Most play activities should, therefore, be preceded by careful play plans that will ensure that the children are engaged creatively while maintaining high commitment levels by reducing boredom (Johnson, Christie & Wardle, 2005). Learning centers often assist in the planning of play activities especially in the choice of play materials that will ensure that the children are active though engaging them creatively.
Reference
Johnson, J,. Christie, J,. & Wardle, F. (2005). Play, Development, and Early Education. Boston: Pearson Education, Inc.
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