Nurturing Child Development through Unrestricted Play: A Reflection on Boys and Blocks

QUESTION

.II LTE @’ AA 8 learning.rasmussen.edu C E X Module 06 6) Background When children play, adults often try to control or take over certain types of interaction without realizing it. They can sometimes put their own fears and issues onto the kids. < They say things like, "It’s not safe,” “That’s not nice," "Here’s what you’re going to do,” or "I would feel such-and-such a way, so you can’t do this," (breaking up a friend’s Lego creation, for example). These experiences are not the adults’ experiences to have. They are the experiences of the children. Children need to practice these types ofskills and some adults unintentionally rob children of these learning benefits. Directions Watch the following video and then write a 2-page critical thinking reflection. Video: Breaking to Build — Boys and Blocks (Time 6:00) Address the following in your reflection: 1. Identify four ways the boys interact with each other. What means of communication and interaction do they use? Explain and include examples from the video. 2. What executive functioning skills are being practiced/developed throughout the video? Describe five skills and include examples from the video. 3. Describe how you felt when the boys knocked down < a [I]

ANSWER

Nurturing Child Development through Unrestricted Play: A Reflection on Boys and Blocks

Introduction

Children’s play is a critical aspect of their growth and development, offering them opportunities to learn, explore, and interact with the world around them. However, adults often inadvertently interfere with these experiences by imposing their own fears and concerns onto children. This reflection explores a video titled “Breaking to Build — Boys and Blocks” and discusses the ways in which boys interact with each other, the executive functioning skills they develop, and personal feelings about an incident in the video where the boys’ creation is knocked down.

 Identifying Four Ways the Boys Interact with Each Other

Collaboration: The boys engage in collaborative play by working together to construct elaborate structures using building blocks. They communicate and plan their actions collectively. For example, when they build a tower, they discuss its height and placement of blocks.

Competition: There is an element of friendly competition as the boys compare the height and stability of their respective structures. They use verbal communication to express their observations and opinions. For instance, one boy remarks, “My tower is taller than yours!”

Problem-Solving: The boys encounter challenges during play, such as balancing blocks or ensuring stability. They employ problem-solving skills by experimenting with different approaches to overcome these challenges. For instance, when a tower starts to wobble, they make adjustments together.

Imagination: The boys engage in imaginative play, using the blocks to create various scenarios and narratives. They incorporate storytelling and role-playing, enhancing their creativity and communication skills. For example, they describe their creations as skyscrapers, castles, or spaceships.

Executive Functioning Skills Practiced/Developed

Planning and Organization: The boys plan their block structures, considering design and stability. They organize their thoughts and actions to achieve their building goals.

Working Memory: To build complex structures, the boys need to remember the placement of blocks, the design they envision, and any adjustments they plan to make.

Flexibility: When challenges arise, such as a tower’s instability, the boys demonstrate flexibility by adapting their strategies and making necessary changes.

Inhibitory Control: They practice inhibitory control by waiting their turn, taking turns, and not disrupting each other’s creations. For instance, they patiently watch while another boy builds.

Attention to Detail: The boys pay close attention to the details of their structures, ensuring that each block is correctly placed for stability.

 Feelings about the Incident

During the video, there is an incident where one of the boys inadvertently knocks down another boy’s creation. This moment evokes mixed feelings. On one hand, it is heartbreaking to see the disappointment on the boy’s face as his creation is destroyed. However, it is also a valuable learning opportunity. It teaches resilience as the boy quickly recovers and begins rebuilding, demonstrating determination and adaptability. It reminds us that in the world of play, mistakes and accidents are part of the process, helping children develop problem-solving skills and emotional resilience.

Conclusion

The video “Breaking to Build — Boys and Blocks” highlights the importance of allowing children to engage in unrestricted play. It showcases how children interact with each other through collaboration, competition, problem-solving, and imagination. Moreover, it demonstrates the development of essential executive functioning skills, such as planning, working memory, flexibility, inhibitory control, and attention to detail. While witnessing the incident where a creation is knocked down may evoke mixed emotions, it serves as a reminder that children’s play is a dynamic and enriching experience that fosters resilience and valuable life skills.