As per new curriculum of teacher training courses, play enhances language development, social aptitude, creativity, imagination, and thinking skills. Frost (1992) concurred, stating that “play is the chief vehicle for the development of imagination and intelligence, language, social skills, and perceptual-motor abilities in infants and young children”
Garvey (1977) states that play is most ordinary during childhood when child’s awareness of self, grasp of verbal and non-verbal communication, and considerate of the physical and social worlds are increasing considerably.
Fromberg (1990) claims that play is the “vital integrator of individual experience” (p. 223). This means that when children play, they draw upon their past experiences-things they have done, seen others do, read about, or seen on television-and they use these experiences to build games, play scenarios, and employ in activities.

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Children use fine and gross motor skills in their play. They respond to each other collectively. They think about what they are doing or going to do. They use language to converse to each other or to themselves and they very often react emotionally to the play movement. The inclusion of these varied types of behaviors is key to the cognitive development of young children. According to Rogers and Sawyer (1988), “until at least the age of nine, children’s cognitive structures task best in this combined style” (p. 58). Because children’s play draws upon all of these behaviors, it is a very efficient medium for learning.
Parten’s Five Types of Play
Play for young children assumes numerous different forms. Mildred Parten (1932) was one of the early researchers studying children at play. She focused on the social connections between children during play activities. Parten’s categories of play are not hierarchical. Depending on the circumstances, children may engage in any of the different types of play. Parten does note, however, that in her research with two- to five-year-olds, “involvement in the majority social types of groups occurs most often among the elder children”

•    Onlooker behavior—Playing passively by watching or converse with other children occupied in play activities.
•    Solitary independent—Playing by oneself.
•    Parallel—Playing, even in the center of a group, while remaining absorbed in one’s own activity. Children playing parallel to each other sometimes use each other’s toys, but always maintain their autonomy.
•    Associative—When children share materials and talk to each other, but do not match up play objectives or interests.
•    Cooperative—When children arrange themselves into roles with precise goals in mind (e.g., to allocate the roles of doctor, nurse, and patient and play hospital).
 How Much Should Children Play?
Indoors and outdoors, children need huge blocks of time for play. According to Christie and Wardle (1992), small play periods may need children to throw out their group dramatization or productive play just when they begin to get involved. When this happens a number of times, children may give up on more refined forms of play and stay for less advanced forms that can be fulfilled in short periods of time. Shorter play periods lessen both the quantity and the maturity of children’s play, and many vital benefits of play, such as determination, negotiation, problem-solving, planning, and teamwork are lost. Large blocks of time (30 to 60 minutes, or longer) should be scheduled for indoor and outdoor play periods. Christie and Wardle remind teachers that extra play time does not result in children becoming bored. Instead, it prompts children to become involved in more complex, more productive play activities.
The Teacher’s Role
The early childhood teacher is the facilitator of play in the classroom. The teacher facilitates play by providing suitable indoor and outdoor play environment. Safety is, of course, the main concern. Age and developmental levels must be cautiously considered in the design and selection of materials. Guidelines for selecting safe and suitable tools for outdoor play environments are accessible through the U.S. Consumer Product Safety Commission’s Handbook for Public Playground Safety and the Playground Safety Manual by Jambor and Palmer (1991). Similar guidelines are also available for indoor settings (Torelli & Durrett, 1996; Caples, 1996; Ard & Pitts, 1990). Once appropriate environments and materials are in place, regular safety checks and preservation are needed to ensure that the equipment is sound and safe for continued play.
Teachers also make easy play by working with children to build up rules for safe indoor and outdoor play. argument about the appropriate use of materials, the safe number of participants on each piece of equipment, taking turns, sharing, and cleaning up provides the children with information to begin their play activities. These discussions need to be ongoing because some children may need recurrent reminders about rules and because new situations may arise (e.g., new equipment).

Teacher training institute suggest by providing play materials associated to thematic instruction, early childhood teachers can set up links between the children’s indoor and outdoor play and their program’s curriculum. Thematic props for dramatic play can be placed in the dramatic play center or stored in prop boxes and taken outside to expand the dramatic play to a new location. An art center in the outdoor play environment may give confidence children to discover the possibilities of using leaves, twigs, pebbles, and sand in their three-dimensional art productions. Painting easels and water tables may also be moved outside occasionally for children’s use during outdoor play periods. Finally, a collection of books stored in a wagon to be taken outside during play time may put forward some children a needed option to more vigorous play.
As facilitators of children’s play, teachers should closely examine children during play periods not only for evaluation purposes, as stated before, but also to make easy appropriate social interactions and motor behaviors. It is important that children be the decision-makers during play, choosing what and where to play, choosing roles for each player, and choosing how play will proceed. Occasionally, however, some children will need adult assistance in joining a play group, modifying behavior, or negotiating a difference. Careful surveillance will help the teacher to come to a decision when to offer help and what form that assistance should take.
John Cruser is a senior Course coordinator for Early Childhood Education,      For Vidhyanidhi Education Society     +91-9869546913
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Form a family-friendly atmosphere! Simple additions like additional coat hooks and chairs, a message board, or a extraordinary area for family members to settle in and play with or read to a child offer obvious signs of greet. Let parents make out that their being there is likely and esteemed by showing them where books, craft items and toys are stored so they can take part spontaneously.

Communicate! Newsletters, emails, weekly notes,  teacher training course parent-teacher conference, and every day conversation will keep parents connected to the classroom and the development of their children. Teachers and parents should try at all times to stay linked with one another, sharing any concerns or celebrate any success the children practice.

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Invite family members straight into the classroom to share hobbies, cultural traditions, unique recipes, family pets, etc. This is not only a magnificent opportunity for the little child to see and take pride in her own family, and a great learning experience for the other children in your care, but it also tells families that their exclusive stories are cherished and valued in the classroom.

Establish volunteer and social opportunities for families who have stiff work hours: after-work pot-lucks, craft preparation (which might include cutting or assembling), farming, painting, fundraising, etc.  Be imaginative and flexible. Don’t assume that a parent who is always in a hurry or barely makes it in on time for pickup is not involved in your program. Offer him a opportunity to help or socialize outside of business hours.

During the day you can also bring a child’s attention to her family and her place within it by the debate and projects that you take on in the classroom. Here are just of few of countless ways you can get started:

Help children make a family tree. For very young children, this “tree” might merely be naming everybody in their immediate households and the others who are exceptional to them—including pets, imaginary friends, and toys! A preschooler might enjoy the challenge of exploring another generation or two and including aunts, uncles, and cousins. Keep the tree simple and uncluttered and refer back to it regularly as a source of discussion. Update the trees with the births of siblings and cousins as the children share family news.

Using a small box or container covered in attractive paper, help every child craft a photo box with images of his home and family. This “family box” can be used to assist calm a child in need of console or as a tool to begin discussions precise to the child’s home wellbeing.

Read good books! There are lots of, many excellent children’s books that affirm the diversity of today’s families. Recognize when choosing reading material that not every child may live in a traditional household, and make sure that your library reflect this. Choose books that symbolize a range of family types, including children living with grandparents or sole heads of household, interracial families, foster families, early childhood education classes. etc. Be responsive to family variety with any classroom project you undertake, but know that books give you a unique opportunity to legitimize and support all families.

Helping the children in your program acknowledge and rejoice differences and similarities among families will assist them create self-worth, confidence, and healthy self-identity. So take the time to get to know your families. It will be a magnificent learning experience for everybody!

John Cruser is a senior Course coordinator for Early Childhood Education, For Vidhyanidhi Education Society     +91-9869546913
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Bravery:  Few kids today know the joy of having to walk to and from school. My brother and I had to hike one and a half miles every morning and afternoon. We didn’t think of it as a hardship, it was just something we had to do.

Along the way each day we had to pass through a shabby, run down part of town where evil beings lived and were known to have kill kids and eaten them. Those were the rumors and we believed them to be true. Can you imagine the relief and pride we felt each day when we managed to without a scratch on us? That shanty town wasn’t so bad!

My grandkids know little about bravery, because they have never been in situations where it was required. It is not all their faults though. When I was in the first three grades there was no such thing as child molesters. There is probably a law somewhere making it illegal for children below a certain age to walk to school. I’m not sure I like that law, but I see the in necessity of having it in today’s society.

Kids today should be armed with the same weapons in their arsenal as I had when I was a kid. Guns were not really allowed and everyone had to have courage, bravery and respect for others.
 
Courage:  With bullying going on in large numbers in every school, a child has to have the courage to withstand the onslaught without retaliating in violence. If they use violence they will no doubt become the one who is punished. It’s weird and insane, but that is what has happened to our kids. We had bullying when I was in school, but not to the extent we have it today. If we did, it wasn’t reported.

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Our children today know little of camping out. That is how I learned courage. To a nine or ten year old, hearing some snap or crackle in the dark outside your tent, he thinks it has to be a cold eyed wolf or bear coming after you. You either stand your ground or run crying and screaming back to your house. No matter it was usually only a few feet to your back door.

We didn’t know much about monsters and child stealers back then. We knew about the Lindberg baby, but that was in a different time and place so did not really affect us. You learn many things about life when you are sleeping outside with a few of your buddies.

We learned more about courage when we camped out in the wood close to our house. We would hear sounds of varmints in the woods near where we were trying to sleep. Besides animals lurking in the dark, we were convinced that there were ghosts and goblins were just waiting for us to step out of the tent. We knew about ghosts and gardens and knew we had the courage to stand up to them, but we didn’t know about kidnappers. That just wasn’t done back then.

Respect of Others:  We were taught to respect our elders and treat people the way we would like to be treated. We also learned not to take crap from anyone bent of doing us harm. Kids don’t have the luxury of providing physical education to bad people in school today; if they did stand up for themselves, they would probably be the ones to get tossed out of school, not the bully.

Bob Alexander is a son of the south. He has gained expert status in eating barbeque, telling fishing stories and leisure living.
Visit his site at: www.homeandgardenbob.com

Bob Alexander is well experienced in outdoor cooking, fishing and leisure living. Bob is also the author and owner of this article. Visit his sites at: http://www.redfishbob.com http://www.bluemarlinbob.com
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Acts of terrorism, including bomb blast, blowing of railway tracks and gas pipeline, grenade attacks and assaults by suicide bombers in different parts of the country have also become quite frequent. Average of approximately 3,000 to 4,000 people fall prey to criminals every month in Karachi. However, a large number of crimes are neither reported to the police, nor do they appear in the press.

People are not sure whether they will return home safely or their houses will be safe beneath such a deteriorating law and order situation. In result of such unlawful activities, thousands of innocent people have lost their lives and thousands have been deprived of their valuables worth billions of rupees. Near 90% of victims fall prey to criminals, mainly because they lack knowledge about security issues and their ignorance about precautionary measures.

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Unfortunately, police and law agencies have not been in the position to give protection to common citizens against these elements in country. This has made people feel insecure and helpless. Many people now think that nothing can happen to them while others feel that nothing can help in an adverse situation so it is better to surrender. However, they fail to realize that they will be held responsible for less of their lives and property, which can be easily prevented by taking appropriate steps in advance.

Hence, in Pakistan, the security education in schools and colleges is needed, whereas in the developed countries i.e. in the United State and the United Kingdom, it is taught as a subject at the graduate level. In this way the general public gains knowledge about security and it also provides job opportunities to young men and women so that they can make their career in the profession. In Pakistan, it has become a domain of ex-servicemen, with civilians given the least priority. The successive governments have also not taken any interest providing security awareness training is imparted to citizens they will misuse it and criminal activities will increase, however, they forget that citizens need training in ‘passive security’, which focuses on preventive security measures to act as deterrence to crime and violence.

Although it may not be possible for people to become absolutely safe by acquiring some knowledge about security, they can definitely minimize the risk of becoming a victim to a great extent. So now, this scribe suggests that different clubs, housing societies, community centre(s) and schools should invite security experts for delivering lectures on different subjects of passive security.

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There are two distinct memory systems- a system that keeps a record of our personal life experiences: this is usually called autobiographical memory; a system that holds knowledge about the world: this is usually called semantic memory. These two memory systems work in different manners. It becomes sometime possible that one system may work better than the other. So a child may remember everything in detail about a holiday because of the child’s strong autobiographical memory, but may have a poor semantic memory so failing to remember things that need to be learned in school. Despite individual differences in memory, study indicates that in most people memory can be improved drastically by proper training. This does not mean that we can expand the storage capacity of our memory; what it means is that we can make our memory more proficient.

Setting up habits on a daily basis is good practice for memory development. This establishes certainty, comfort and healthy prospects. Repeating playtime custom will help a child remember how to play with a particular toy, learn a particular motor skill and familiarize to environment. Several variables add to the child’s memory. In particular, proper nutrition for a child’s first eighteen months is vital in their long-term memory growth. Using art activities are excellent ways for encouraging language development and rehearsal for child memory. Simple memory games can improve a child’s concentration and memory skills. We can use puzzles, playing cards or other toys, but we need to make sure it’s appropriate to our child age and development level. Even modern day schools are using games like puzzles, riddles and building blocks to sharpen the memory of the children.

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