Vygotsky considers of play to be one of the child’s most significant sources
of learning, as it includes language as a vital social tool – children learn
within social interaction. (Vygotsky, 1933/1976). Play is thus regarded of as
a social symbolic activity: it typically involves more than one child, and the
themes, stories or roles that play episodes enact, express the children’s
understanding and appropriation of the socio-cultural materials of their
society (Scales et al, 1991:134). In other words: by playing (together),
children imitate the world as they know and perceive it, in order to make
meaning of it and form their own opinions and understandings of that world.
Moreover, since their play is self-initiated and pleasurable, children are highly
motivated, which is an important condition for learning.
Vygotsky considers of play to be one of the child’s most significant sourcesof learning, as it includes language as a vital social tool – children learnwithin social interaction. (Vygotsky, 1933/1976). Play is thus regarded of asa social symbolic activity: it typically involves more than one child, and thethemes, stories or roles that play episodes enact, express the children’sunderstanding and appropriation of the socio-cultural materials of theirsociety (Scales et al, 1991:134). In other words: by playing (together),children imitate the world as they know and perceive it, in order to makemeaning of it and form their own opinions and understandings of that world.Moreover, since their play is self-initiated and pleasurable, children are highlymotivated, which is an important condition for learning.
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