Developing New Skills Through Interactive Play

The provided content highlights the importance of play in children's development. It emphasizes that play allows children to develop social skills, build confidence, improve decision-making powers, and enhance creativity. Additionally, it underscores the significance of adult involvement in child play, as they can foster critical thinking, add creativity, and expose children to diverse activities. The content also stresses the importance of monitoring children's reactions during play, as this allows adults to understand their personalities, identify triggers for inappropriate behavior, and develop strategies for promoting optimal physical and mental growth.

Summative Assessment 2
Importance of play in child development:
Playing is an important part for development of child. Playing enables the children for using their
creativity and develops the power of imagination. Getting involved into play also enables the children to
improve the physical and emotional strength. Play also benefits the children for developing the dexterity
and cognitive ability. The play is also important for development of the brain also (Oakley & Barratt-Pugh,
2007). The children need to interact and get attached to the world surrounding them. By getting involved
into the play, the children get scope to know the world. Conquering the fear is an important aspect of the
development of child. By spending time in play, the children can be able to reduce the fear. During play,
the children often practice adult roles along with other children. During different development stages, the
children need to grow new competencies. Getting involved into play provides the children with the
opportunity to grow new competencies. Playing also provides the children with the scope to increase their
confidence level by mastering over different tasks. While playing, the children work without any direction
and it helps them to increase the confidence. During play, the children also get the chance to work in the
groups which help them to develop the social skills. In other words, during play, the children start
developing the skills for sharing, negotiation, resolving problems and the self-advocacy skills.
During the different development phases, the children need to be allowed to practice the decision-making
skill. Every child grows at own pace. In the development phase, the children should be allowed to grow at
their own pace. Allowing the children to work in autonomy can help them to identify the areas of interest.
Independent play provides the children with excellent opportunities to take own decisions without
supervision and identify the areas of interest. In case of the independent play, the child does not need to
follow the rules set by adults. They can use their own creativity while playing. Playing without adult
interference helps the children to communicate with other children independently. It helps them to
develop the group skills and also the leadership abilities. Additionally, the independent play helps the
children to have the healthy bodies, passive entertainment and active mind. The obesity is being
considered as an epidemic among the worldwide children. Taking part in the active play helps the children
to get rid of the obesity and associated health issues.
The role of caregivers is crucial in the children’s play. The optimum benefits from play can be derived
when the care-givers observe the children at play. Observing the children when they are playing provides
them with an excellent opportunity to see the world from the child’s perspective. As an effect, the
caregivers become able to understand the personality traits of the children more accurately.
Designing an environment for play:
The children require being provided by the suitable environment to play so that they receive the optimum
benefits from games. The child care facilities take a key role to design the play environment. The play
environment needs to be developed on basis of the National Quality Framework, the Early Years Learning
Framework in Australia and the National Quality Standard.
The Early Years Learning Framework is based on the following principles –

 Developing the secured, respectful and reciprocal relationship with the children (Acecqa.gov.au,
2018)
 The educators should work in partnership with others to provide the children the most learning
benefits
 The educators also need to set high expectations and maintain the equity
 The educators should show the respect for diversity while dealing with the children
 The educators should also focus on implementing the ongoing learning
As per the Early Years Learning Framework, the educators need to implement the following practices –
 The teachers should adopt the holistic approaches while delivering the education to the
children(Acecqa.gov.au, 2018)
 Being responsive to the need of children
 Using play as a way to foster learning
 Using intentional teaching
 Developing the social and physical learning environments for having a positive impact on
the learning of children
 Considering the social and cultural contexts for children and the families
 Enabling continuous experiences and enabling the children to make transition
successfully
 Monitoring the provision of children and supporting them to achieve the learning
outcomes
In the Early Years Learning Framework, the play is considered as an important part of the education. As
evident from the framework, the children should be provided with a responsive environment so that their
requirements are met immediately.
The early years learning framework gives importance on achieving the following learning outcomes –
1. The children should have the strong sense of identity
2. The children need to feel connected with their own world. In addition, they should be able to
make contributions to the world.
3. The children should have the sense of wellbeing in their learning environment
4. The children should grow confident and develop themselves as involved learners
5. The children need to be able to communicate effectively
The desired learning outcomes indicate that the environment for play needs to be created in such way so
that the children get enough opportunity to carry out their activities independently with other children.
The quality area 3 of National Quality Standard focuses on providing the children with safe and suitable
physical environment. According to the quality standard, the play area for children should support wide
range of activities. The play are needs to be spacious and it should contain the fixtures, building and

fittings which are suitable for the purpose. It also needs to be ensured that everything in the area is
accessible for the children.
References:
Acecqa.gov.au. (2018). Quality Area 3 – Physical environment. Retrieved from
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-3-physical-environment
Acecqa.gov.au. (2018). Approved learning frameworks. Retrieved from
https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks
Oakley, G., & Barratt-Pugh, C. (2007). The Identification of Assessment Resources to Support Children
Learning to Read in the Early Years of School.
Sum assessment 1
Physical activity helps the children to maintain healthy weight. The type of physical activity that suits the
need of a child depends on the age. For instance, the children within the age 0-1 year , need to take part in
the floor-based play in the safe and supervised environment (Haines et al., 2013). The children within 1-3
years of age and the preschoolers within 3-5 years of age require taking part in the physical activities for
minimum three hours in a day (Haines et al., 2013). The children above five years require taking part in
physical activity of moderate to vigorous intensity for at least one hour. In addition, the children also need
to be encouraged to reduce their time with electronic gadgets and increase participation in outdoor
games.
Reference:
Haines, J., McDonald, J., O’brien, A., Sherry, B., Bottino, C. J., Schmidt, M. E., & Taveras, E. M. (2013).
Healthy habits, happy homes: randomized trial to improve household routines for obesity prevention
among preschool-aged children. JAMA pediatrics, 167(11), 1072-1079.
The pedagogy principles that shape the activities of a teacher are – motivation, exposition , direction of
activity, criticism and imitation (Van Manen, 2016).
The motivation helps the teachers to inspire students to learn. As per exposition, the teacher can use
conventional board and chalk methods and enhance exposure of the student to new knowledge. The
teachers can encourage the students to learn by taking part in different activities (Van Manen, 2016). The
young students can learn through play. The progress of students needs to be criticized to identify the
areas of improvement. The criticism can be done through evaluation, taking a corrective measures and
target setting . Finally the teachers can encourage the students to identify the role models and imitate to
foster learning.
Reference:
Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy.
Routledge.

The National Quality Framework of Australia focuses on addressing the health and safety issues in the
childcare facilities. The National Quality Framework focuses on incorporating the following factors --
1. The service provider and the other individuals associated with the childcare facility have the
responsibility to support the protection, health, safety and wellbeing of the children (Cummins et
al., 2003)
2. The foreseeable risks related to injury , harm and infection need to be managed
3. The physical environment should reduce the risk of unintentional harm and injury
4. The environment should be clean to enhance safety of children
5. The children need to be supervised all the time during their stay in the childcare facility
6. Food safety is one of the crucial aspects of overall wellbeing of the children. The childcare service
provider needs to ensure that the children are being provided with quality food.
7. The children should not be exposed to intense light or sound. The childcare facility should have
the comfortable environment of the children.
8. The shelves of the facility should be at the accessible height for the children. Keeping things at the
accessible range reduces the risk of slip or fall.
9. The area where children are kept should be free from the narrow passages and the hallways.
Presence of narrow passages increases the risk of running away.
10. Conducting Infrastructure audit is an effective technique to identify the risks in the childcare
facility. The service provider needs to conduct the audit for identifying and management of the
risk.
Reference:
Cummins, R. A., Eckersley, R., Pallant, J., Van Vugt, J., & Misajon, R. (2003). Developing a national index of
subjective wellbeing: The Australian Unity Wellbeing Index. Social indicators research, 64(2), 159-190.
The manipulative play can be described as the activity which allows the children to move, screw, turn or
order the items to fit. The children in the manipulative play take the control of the play environment. The
children also gain the master over the objects of play (Van Hoorn et al., 2014). The manipulative play is
often solitary. However, when sufficient resources are provided, the play can be considered as a
cooperative activity. The children should be exposed to the indoor and outdoor environment. Adequate
exposure to both types of environment can help the children to be engaged to play. The children can also
be provided with manipulative toys. Offering the manipulative toys can help the children to show their
creativity while playing.
Reference:
Van Hoorn, J. L., Monighan-Nourot, P., Scales, B., & Alward, K. R. (2014). Play at the center of the
curriculum. Pearson.
The information on National Quality Framework can be found in the ACEQCA site. The detailed
information on the NQF can be found on the following link—

https://www.acecqa.gov.au/nqf/about
The information on National Quality Standard can be found in the following link –
https://www.acecqa.gov.au/nqf/national-quality-standard
The Information on EYLF can be found in the following link –
https://www.education.gov.au/early-years-learning-framework-0
The EYLF focuses on achieving the following five outcomes through their curriculum for the children of 0-5
years—
1. The children should develop a strong sense of identity through the development programs (David
& Weinstein, 2013)
2. Every child develops a world surrounding him/her. The EYLF programs should make the children
able to connect to their world. The EYLF programs also aim at making the children able to
contribute to their world.
3. The children should be able to have the strong sense of well being
4. The children should grow as the confident and the involved learners
5. The children should be able to communicate effectively.
Every child has different learning abilities and they grow at their unique pace. Therefore, every child
requires different amount of time, resource and efforts to achieve the desired learning outcomes. While
implementing the EYLF framework, caregivers and the educators should focus on the unique abilities of a
child.
Reference:
David, T. G., & Weinstein, C. S. (Eds.). (2013). Spaces for children: The built environment and child
development. Springer Science & Business Media.
The UN Declaration on the Human Rights indicates that the children deserve special care and assistance.
The UN declaration considers that the children are entitled to enjoy all sorts of human rights. The
declaration considers that family is the most fundamental group of the society (Archard, 2014). The family
also provides the natural environment for growth and well being of the members especially for the
children. The children need assistance from the community also for growing up fully. The UN also
recognized that the child needs to be provided with the harmonious environment so that the personality
can be grown fully. Finally the child should also be prepared to live in the society and understand the
concept of dignity, peace, tolerance, equality, solidarity and freedom.
Reference:
Archard, D. (2014). Children: Rights and childhood. Routledge.

The play can be considered as one of the key ways of learning and development. Playing helps the
children to develop self-worth and offer them a sense of their own abilities (Hughes, 2009). The play also
enables the child to feel good about them. Playing is fun and the children can become engaged to it
deeply. The play can enable the children to develop their communication skill. The children become able
to express their emotions through play in an appropriate manner. Play is also an effective technique to
show the creativity skill of the children. In addition to nurturing emotion, the children can also develop the
social skills, the team work and the problem solving skills.
Reference:
Hughes, F. P. (Ed.). (2009). Children, play, and development. Sage.
The Quality Area 2 of NQS focuses on ensuring health and safety of the children. The quality area 2 gives
importance on safeguarding and promoting the health of children, minimizing the risk, protecting the
children from injury, harm and infection (Acecqa.gov.au, 2018). The quality area 2 considers that every
child has the right to get quality education and care. The quality area 2 also gives importance on ensuring
the psychological and physical wellbeing of the children and growing their confidence, independence and
competence.
Reference:
Acecqa.gov.au. (2018). Quality Area 2 – Children's health and safety. Retrieved from
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-2-childrens-health-and-safety
The children can play with a number of resources.
 Natural resources such as sand, water, pebbles and leaves -- Use of the natural resources helps
the children to come close to the nature and enrich themselves with new knowledge. Use of
natural resources also helps the children to get involved to the outdoor activities which are
effective for children’s health and development (Edwards, 2000).
 The letters- the letters can be arranged to develop meaningful words. Use of letters can help the
children to improve their language skills.
 Number cards-- The number cards are another key resource for the children’s play. Use of the
number cards can help numerical skills of the children.
Reference:
Edwards, C. P. (2000). Children's play in cross-cultural perspective: A new look at the Six Cultures
study. Cross-cultural research, 34(4), 318-338.
The play helps the children to foster their mental and physical growth. The play helps the children to
develop new skills and improve their creativity. In other words, play is an excellent method to foster
learning among the children (Moore, 2017). The learning needs of the children changes along with the
age. As the children grow, they need to access different resources for showing the creativity and exploring
the full potential. Therefore, the playing environment and the resources used by the children need to be

changed regularly. The playing environment should focus on meeting the learning need of the children
and should also match with their age and health condition.
Reference:
Moore, R. C. (2017). Childhood's domain: Play and place in child development. Routledge.
The safety issues that need to be addressed while developing the appropriate physical environment for
the children are as follow--
1. Adequate Supervision – the children need to be supervised always in the suitable manner as per
their age. Maintaining the right adult to children ratio is important for ensuring that the children
are supervised properly.
2. Presence of trained professionals -- The trained professionals can take care of the children in the
most effective manner (Loman & Siegel,2015). Leaving the children with the untrained
professional can affect quality of care.
3. Safe administering of medication-- The children should be administered with medicines by the
professional caregivers.
4. Avoiding child injury and death -- for infants, presence of blankets, bumper pads and toys in the
crib can cause injury or even death. The childcare facilities should give importance on keeping the
environment surrounding the children safe and free from the hazardous elements.
5. Toxic substances and poisons should not be present in the childcare facility (Curcoy et al.2018).
6. The nursery products that are unsafe and not up to the standard should not be present in the
childcare facility.
7. The environment should be cleaned and sanitized and disinfected in the proper manner to avoid
the illness transmission.
8. The food borne diseases can pose serious threat to the child safety. The environment should have
infrastructure to preparing, storing and serving the safe and healthy foods.
9. The care facilities should have the well-defined emergency plan. The care facility should have the
infrastructure to execute the emergency plan as well.
10. The care centers should conduct background check for the staffs. Conducting the background
check ensures that the care givers are complying with all rules and regulations.
References:
Loman, L. A., & Siegel, G. L. (2015). Effects of approach and services under differential response on long
term child safety and welfare. Child abuse & neglect, 39, 86-97.
Curcoy, A. B., de la Maza Trenchs, V. S., Herrero, J. F., Hernández, M. G., Torrús, I. L., Pou, J. F., & Luaces, C.
C. (2018). Knowledge in child safety for parents of children 1 to 4 years old. Revista española de salud
pública, 92.
The play enables the children for utilizing their creativity and also to develop the imagination power.
Playing single helps the children to develop their confidence and utilize the creativity to the optimum level

(Irvin, 2017). Playing solo also helps the children to enhance their emotional, cognitive and physical
strength. The children also become able to explore the world alone and they can master their own world.
Playing in group provides the children with the opportunity to interact with other children (Irvin, 2017). As
a result, the children can develop the social skill. While working in groups, the children also learn to share
their toys with others, to negotiate with others, develop the leadership abilities and learn to resolve the
conflicts.
References:
Irvin, M. (2017). The Importance of Play in Early Childhood Education.
Making structure with clay can be considered as an activity suitable for children. The children need clay
and water for making the model. They can dry the model in sunlight and add organic color for decoration.
The children can do the task under parental supervision and can enable the children to use their creativity
for developing objects.
The children can be encouraged to play games with others using the following steps –
 The children can be involved to the games which require taking turns. The games with the
opportunity to take turn, enables the children to take play with partners (Charlop et al., 2018).
 The children can be encouraged to carry out the activities with others. Carrying out the regular
activities with others can help the children to improve their social skills and so, participating in the
group plays becomes easier for them.
 Developing empathy within the child-- The children should be encouraged to have empathy on
others. When a child has feelings on others, he/ she becomes encouraged to interact with them.
It, in turn, encourages the children to take part in the group play.
Reference:
Charlop, M. H., Lang, R., & Rispoli, M. (2018). All Children Can Play: Prompting and Modeling
Procedures to Teach Play to Children with Autism Spectrum Disorder. In Play and Social Skills for
Children with Autism Spectrum Disorder (pp. 33-52). Springer, Cham.
Five activities that let the children to take decisions—
 Gardening
 Clay modeling
 Outdoor Playing with pets
 Outdoor games with other children
 Helping in household chores such as cleaning own room
The tasks like gardening and clay modeling involves physical activities which are beneficial for health of
the children. The children during gardening and clay modeling need to take decisions such as how much

water should be used on each plant or each model. Outdoor walk with the pet facilitate the children to
take decisions responsibly regarding whether they can leave the pet free for sometimes, when and how to
finish the walk or play. Getting involved into such activities makes the children to take responsibilities as
well. The outdoor games with others help the children to get involved into the physical activities and also
facilitate them to group decision making. The children can help in household chores such as cleaning own
rooms or play area. It helps the children to conduct physical activities and take decisions on how to
complete the cleaning task accurately on time.
Playing provides the children with an opportunity to develop the decision making skill. During play, the
children might need to initiate the actions and solve problems (Brodin, 2018). Getting involved into such
activities facilitates the children to improve their decision making skill. During play, the children also
become able to develop the problem solving skills and the negotiation skills. While making choice among
all the available options, the children need to use their knowledge which improves their cognitive skills.
Reference:
Brodin, J. (2018). " IT TAKES TWO TO PLAY" REFLECTIONS ON PLAY IN CHILDREN WITH MULTIPLE
DISABILITIES. Today's Children are Tomorrow's Parents.
The children can be encouraged to make choices or take decisions in several ways—
 Providing the children with a safe place where they can play without supervision-- The children
can obtain the mastery on their activities. When the elders are not around, the children need to
make their own choices.
 Encouraging the children to role play-- Role play gives the children with an excellent opportunity
of making choices (Defoe et al., 2015). The children can be encouraged to play the role of their
parents or for any professionals. The role playing can also enable the children to deal with new
situations and make choices.
References:
Defoe, I. N., Dubas, J. S., Figner, B., & van Aken, M. A. (2015). A meta-analysis on age differences in
risky decision making: Adolescents versus children and adults. Psychological bulletin, 141(1), 48.
The intentional teaching can be done in several ways. The intentional teaching gives importance on
making the educators able to take purposeful, thoughtful and deliberate decision (Copple &
Bredekamp, 2009). The intentional teaching can be considered as a process which facilitates the
teachers to help the children for enhancing their strength.
Enabling the children to make choices can be considered as an example of intentional teaching. For
instance, the children can be provided with few options to choose a game for next session. Such small
activities can enable the children to focus on their likes and dislikes and take decisions on basis of that.
Gradually, the educator can encourage the children to develop a positive relationship with others as
well by listening to their likes and dislikes.

Reference:
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs
serving children from birth through age 8. National Association for the Education of Young Children.
1313 L Street NW Suite 500, Washington, DC 22205-4101.
Two materials that can be used by the children flexibly are—
 Stones
 Sea shell
The materials listed above can be considered as the open-ended resources. The open-ended resources
are effective to provide the children with opportunity to show their creativity (Thomas et al., 2011). Play is
an activity where the children can enhance their traits. Both the stones and sea shells can be used for
making any structure or the children can decorate those according to their imagination.
Reference:
Thomas, L., Warren, E., & deVries, E. (2011). Play-based learning and intentional teaching in early
childhood contexts. Australasian Journal of Early Childhood, 36(4), 69.
Playing provides the children with an opportunity to learn new things. The learning of a child enhances
when the play is extended. The role of educators is crucial in this case for extending the play and
enhancing learning of the children. Asking questions to the children is effective to extend the play and
optimize the learning (Barnett, 2011). For instance, if the child is painting, the educator can ask the child
why she has chosen the particular subject, what colour she is going to use the next. Asking such questions
can encourage the children to think more and it is effective to improve the creativity as well. The
educators, during the extensions of play, can use other resources such as book as well to optimize the
learning.
Reference:
Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975-978.
The children learn a lot from the incidents surrounding themselves. Exposure to new experiences also
helps the children to identify new techniques for dealing with such situations. The new experiences can
include exposing the children to different cultures, different types of foods and different types of

environments where they can learn (Slavin & Davis, 2006). The activities can also include exposing the
children to new books, activities and movies so that they can enrich themselves with new knowledge.
While being exposed to the new experiences, children improve their analytical skills and decision-making
abilities. The children can build on their strengths while dealing with the new situations.
Reference:
Slavin, R. E., & Davis, N. (2006). Educational psychology: Theory and practice.
The children can be kept safe by keeping the hazards away from them (Loman & Siegel, 2015). Enhancing
the knowledge of children on safety issues can also be useful for enhancing their safety.
Reference:
Loman, L. A., & Siegel, G. L. (2015). Effects of approach and services under differential response on long
term child safety and welfare. Child abuse & neglect, 39, 86-97.
Playing benefit the children in the following ways ---
 Children can be exposed to new experiences at the time of playing and through interacting with
the new experiences; the children can develop new skills as well (Malchiodi & Crenshaw, 2015).
 The children can develop social skills while interacting with others during play.
 The children learn to develop positive relationship with others at the time of play.
 During playing single, the children can develop confidence and mastery over their own activities.
 At the time of play, the children can also show their creativity
 Playing at outdoors can help the children to develop physical strength.
The educators should allow children to develop and finish the play for ensuring the optimum physical and
mental growth.
Reference:
Malchiodi, C. A., & Crenshaw, D. A. (Eds.). (2015). Creative arts and play therapy for attachment problems.
Guilford Publications.
The fundamental movement skills include the balancing skills, the locomotor skills and the ball skills. The
balancing skills focus on enabling the children to retain their bodies at place while moving through the
horizontal and vertical axes (Tan et al., 2014). The activities such as climbing up the ladders and kicking

balls at standing position can be effective for development of balancing skills. The locomotor skills include
running, jumping and galloping and the ball skills can be developed through the rigorous outdoor activities
as per the children’s age.
Reference:
Tan, V. P., Macdonald, H. M., Kim, S., Nettlefold, L., Gabel, L., Ashe, M. C., & McKay, H. A. (2014). Influence
of physical activity on bone strength in children and adolescents: a systematic review and narrative
synthesis. Journal of bone and mineral research, 29(10), 2161-2181.
A child might not be interested to take part in an activity. In such case, the actual reason behind the
child’s decision needs to be analyzed. Sometimes, the child might fail to understand the actual benefits
obtained from the activity and so, shows reluctance to take part in it (Hein et al., 2015). In this situation,
demonstrating the detailed benefits associated with the activity can be effective to make the children able
to take the right decision. In some cases, the decision can be shaped by child’s own personality. For
example, a child may be more interested to read books than playing outside. In such cases, the child can
be encouraged to play by informing him about the positive sides of outdoor games. However, the decision
of child can be respected by not forcing him and letting him to do his preferred activity.
Reference:
Hein, I. M., Troost, P. W., Broersma, A., De Vries, M. C., Daams, J. G., & Lindauer, R. J. (2015). Why is it
hard to make progress in assessing children’s decision-making competence?. BMC medical ethics, 16(1), 1.
The adult-involvement in child play can be effective in several ways—
 Firstly, the adults can foster the thinking ability and decision making among the children.
 The adults can add their creativity to the play and it makes the games more interesting to the
children (Smith, 2017).
 The children can be exposed to more diverse range of activities when they are being supervised
by the adults.
 The educators and care-givers can obtain in-depth view on the preferences and personality of the
children by involving in play with them.
References:
Smith, P. K. (2017). Children's play: Research developments and practical applications. Routledge.

Every child has unique strength and weaknesses. In the early years, the educators need to identify the
strengths and weaknesses of the child. Inviting the students to play enable the educators with an
excellent opportunity to identify the strengths and weaknesses (Bird & Edwards, 2015). It, in turn,
helps the educators to know the future learning needs and develop the strategies accordingly. The
educators also get scope to develop a positive relationship with the children. As an effect, the
educators can improve quality of their services.
Reference:
Bird, J., & Edwards, S. (2015). Children learning to use technologies through play: AD igital P lay F
ramework. British Journal of Educational Technology, 46(6), 1149-1160.
Interacting with the children with enthusiasm can be done in the following ways—
 Showing interest to the tasks that the child is doing-- asking the child about the tasks she is
doing is effective to show enthusiasm (Whitebread, 2015). When the children are asked about
what they are doing encourages them to reflect on the things.
 Giving credits to the child-- The child should be given credit for the achievements. Giving
credit to the children helps them to get encouraged to put more effort for achieving the goals.
Reference:
Whitebread, D. (2015). Introduction: young children learning and early years teaching. In Teaching and
learning in the early years (pp. 27-48). Routledge.
Monitoring the children can serve the following purposes—
1. Guiding and disciplining the child in a positive approach
2. Identifying whether the child is being abused any way
3. Knowing the personality behaviour of a child
4. Understanding the reasons behind specific behaviour from child (Whitebread, 2015)
5. Teaching the children regarding the appropriate and acceptable behaviour in a certain way
6. Setting the right expectations and goals for child development on basis of the child’s ability
7. Informing the children about the rules in a specific situation
8. Helping the child to deal with conflict in the right way
9. Encouraging the children to show empathy to others

10. Identifying the problems the child is facing while interacting with others
Reference:
Whitebread, D. (2015). Introduction: young children learning and early years teaching. In Teaching and
learning in the early years (pp. 27-48). Routledge.
Playing is an excellent activity for children to build confidence develop social skills , improving decision
making power and enhancing the confidence. However, the children obtain the maximum benefit from
play when they enjoy it (Holt et al., 2015). If the children are enjoying the play, they participate actively.
Active participation helps the children to explore all the experiences and learn different types of new skills.
Active participation in play also helps the children to interact with others and build the social skills. Every
child might not be interested in playing. Monitoring the participation of a child in games can be effective
to identify whether she is interested in playing or not.
Reference:
Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study
of active free play. Children's Geographies, 13(1), 73-88.
The children’s reaction during play can be observed through supervision. Active participation provides the
adults the scope to check the reaction of children in different situations. The adults can encourage the
children in free play also and observe their reactions from a distance.
Observing the reactions of children is important for several purposes. Firstly, observing the reactions helps
the adults to know the children in a better manner (Badura et al., 2015). The adults can have a better idea
on the personality of the children. The adults also get to know the factors what makes the child happy. If a
child shows any inappropriate behavior during play, monitoring the reactions can be effective to identify
the triggering factors behind that.
Reference:
Badura, P., Geckova, A. M., Sigmundova, D., van Dijk, J. P., & Reijneveld, S. A. (2015). When children play,
they feel better: organized activity participation and health in adolescents. BMC public health, 15(1), 1090.