4 Cutubka Afraad Qiimaha Ciyaartu leedahay

Authored by Jennifer Karshna, Reviewed by Holly Lanoue, Edited by Jean Doolittle Barresi

Qodobada Muhiimka ah ee Cutubkan:

• In kasta oo ciyaar ay tahay mowduuc caadi ah, dadku waxay ka fikirayaan waxyaabo kala duwan marka ay maqlaan ereyga ciyaar, waxaana adag in la qeexo.
• Ciyaar waxay taageertaa horumarka carruurta dhammaan dhinacyada.
• Waxaa jira noocyo kala duwan oo ciyaar ah.
• Carruurta qaar waxay la dhibtoonayaan ciyaarta, keligiis iyo/ama la jirto dadka kale.

Sharraxaad Laga Heli Karo Cutubkan:

• Intrinsic: gudaha qof
• Extrinsic: dibadda qof
• Receptive language: fahamka waxa la sheegayo
• Expressive language: hadalka iyo isgaarsiinta qaab dadka kale ay fahmaan macnaha la doonayo

4.1 Hordhac

Ciyaar waa qayb dhexe oo ka mid ah waxbarashada carruurta yar, waxayna u adeegtaa sida gaadiid muhiim ah oo carruurtu ku baran karto, ku hormarin karto, iyo ku wanaajin karto. In kasta oo ciyaar ay tahay waayo-aragnimo caadi ah oo caalami ah, haddana waa fikrad adag oo adagtahay in la qeexo oo la sharaxo. Cutubkan, waxaan sahmin doonnaa dabeecadda ciyaarta, astaamaheeda muhiimka ah, iyo muhiimaddeeda nolosha carruurta yar.

Waxaan sahmin doonnaa noocyada ciyaarta ee soo socda:

• Ciyaarta dareemaha iyo dhaqaaqa
• Ciyaarta sahaminta
• Ciyaarta dhismaha
• Ciyaarta masraxa iyo ciyaarta bulsheed
• Ciyaarta jirka
• Ciyaarta bannaanka iyo ciyaarta dabeecadda

Marka la fahmo si qoto dheer noocyada ciyaaradan iyo sida ay u gacan ka geysanayaan horumarka carruurta, macallimiinta carruurta yar waxay abuuri karaan deegaanada iyo waayo-aragnimada ciyaarta ku habboon oo taageerta korriinka iyo barashada dhammeystiran ee carruurta.

4.2 Maxay Tahay Ciyaar?

Ciyaar waa hab firfircoon, hal abuur leh, oo dareen leh oo ku lug leh ka-qaybgalka firfircoon ee carruurta ay la leeyihiin deegaanka, alaabada, iyo dadka kale. Waxay lagu gartaa doorashada, yaab, iyo farxad (Mardell, 2019), maadaama carruurtu si xor ah u sahamiyaan, u tijaabiyaan, oo ay abuurtaan iyadoo ku saleysan danahooda, aqoontooda, iyo waayo-aragnimadooda. Ciyaar waa waayo-aragnimo shakhsi ah oo gudaha ku saleysan, oo ay ku hogaaminayaan rabitaanka iyo dardaaranka gudaha ee carruurta. Ciyaar sidoo kale waa mid dibadda ah—ka baxsan iyo ka baxsan qofka, waxaana la arki karaa.

Ciyaar waa qayb muhiim ah oo ka mid ah dhaqanka ku habboon horumarinta (DAP) ee waxbarashada carruurta yar (NAEYC, 2020). Waxay taageertaa horumarka carruurta dhammaan dhinacyada—jirka, aqoonta, bulsheed, iyo shucuur—waxayna bixisaa macnaha waxbarashada iyo koritaanka. Iyada oo loo marayo ciyaarta, carruurtu waxay dhisaan aqoon, horumariyaan xirfado, muujiyaan hal-abuur, iyo dhisaan xiriir la leh dadka kale.

Carruurtu waxay sameeyaan doorashooyin ku saabsan waxa ay ciyaarayaan, sida ay alaabada (khamaarka) u isticmaali doonaan, iyo haddii dadka kale ay ku lug yeelan doonaan. Waxay go’aamadan ka gaaraan cidda iyo waxa ku sugan deegaanka. Tusaale ahaan, markii Joey, oo afar jir ah, yimaado oo uu galo fasalka, wuxuu maalin kasta la ciyaaraa daqiiqado. Markii uu barnaamijka yimaado Arbacada, wuxuu si toos ah u tagaa shelf-ka daqiiqadaha oo wuxuu soo jiitaa daqiiqad. Wuxuu fiirayaa saddex asxaab ah oo dhisaya dooni leh xargaha. Joey wuxuu u fiirsadaa daqiiqadda iyo dhismaha xargaha dhowr jeer. Si taxaddar leh, wuxuu daqiiqadda dib ugu celinayaa shelf-ka wuxuuna u dhaqaaqayaa aagga xargaha, isagoo leh, “Waan dhisi doonaa dooni aad u weyn,” kadibna wuxuu bilaabaa inuu dhiso xagga doonta asxaabtiisa. Tusaalahan, Joey wuxuu asal ahaan xiiseynayaa inuu la ciyaaro daqiiqad, laakiin dhismaha doonta sidoo kale wuxuu soo jiitay xiisahiisa. Wuxuu hakad ku jiraa kahor intaanu bilaabin daqiiqadda wuxuuna u muuqdaa inuu ka fakarayo waxa uu doonayo inuu sameeyo. Dhaqanka, ciyaarta daqiiqadaha ama xargaha, waa la arki karaa oo dibadda ah. Go’aanka la gaadhayo waa gudaha, waana hab fikir iyo shucuur ah oo gudaha ah oo lagu go’aaminayo waxa uu sameyn doono.

Dhegeystaha feejigan oo la leh xiriir Joey iyo inuu si fiican u yaqaan ayaa ka faalloon kara rabitaanka Joey (Erikson, 1963), danaha (Dewey, 1913), iyo fikradda (Piaget, 1962; Vygotsky, 1978), si kastaba ha ahaatee, faallooyinkani waa kaliya mala-awaal iyo ficilada Joey way isbedeli karaan mar kasta.

Tani waa qaybta hal-abuurka leh iyo dareenka ciyaarta—ficilada carruurta yar ayaa isbedel ku sameeya sababo la xiriira isbeddelada danaha, heerarka horumarka, iyo sababo kale oo aan la arki karin. Ciyaar waa mid adag, markaad ka fikirtid waxyaabahan, waxaad arki kartaa sida ay u adag tahay in la qeexo.

Sharraxaadda Ciyaarta

In kasta oo ciyaar ay tahay mid adag, haddana waxaa jira qaybo muhiim ah oo loo isticmaali karo in lagu sharaxo. Saddex erey oo loo isticmaalay in lagu sharaxo ciyaarta waa: doorasho, yaab, iyo farxad (Mardell, 2019). Ciyaar, xitaa carruurta yar yar, waxay ku jiraan doorashooyin sida go’aaminta waxa la ciyaarayo, sida loo ciyaarayo, iyo inta ay rabaan in ay ciyaaraan. Waxay sidoo kale ka mid tahay sawir-gacmeed iyo abuurista waxyaabo laga yaabo inay ka duwan yihiin xaqiiqada (Luckenbill, Subramaniam, & Thompson, 2019).

Ka fiirsashada

Dib u eeg sharraxaadaada ciyaarta oo tixgeli saddexda qaybood ee doorashada, yaabka, iyo farxadda. Sidee sharraxaadaadu u taageertaa (ama aysan u taageerin) qaybahaan? Ka fikir waqti aad aragtay carruurta ciyaaraya. Sidee baad u aragtay doorasho, yaab, iyo farxad?

4.3 Ciyaarta iyo Horumarka Carruurta

Ciyaar, oo leh fursadaha doorashada, yaabka, iyo farxadda (Mardell, 2019), waxaa loo tixgelin karaa waayo-aragnimo halkii ay ka ahaan lahayd hawl. Waayo-aragnimo iyo hawl ma aha isku mid. Waayo-aragnimadu waxay ku lug leedahay xiriir shakhsi ah waxaana lagu qeexaa “wax shakhsi ahaan la kulmay, la qaatay, ama la noolaan jiray” (Meriam-Webster’s Collegiate Dictionary, 2005, p. 440).

Qeexitaanka kala duwan ee hawlaha waxaa ka mid ah ficil iyo “firfircooni” (Merriam-Webster’s Collegiate Dictionary, 2005, p. 13). In kasta oo ciyaar ay firfircoon tahay, haddana waa shakhsi ah waxayna ku lug leedahay carruurta oo keenaya aqoontooda gaarka ah ee adduunka si ay ugu dhistaan ama keligiis ama ay la shaqeeyaan dadka kale inta lagu jiro waayo-aragnimada ciyaarta (Parten, 1932; Piaget, 1962; Smilanky & Sheftaya, 1990; Smith, 2010; Sutton-Smith, 1997; Vygotsky, 1978). Deegaan si fiican loo naqshadeeyay waxaa loo isticmaali karaa macallin xirfad leh si loo taageero waayo-aragnimada ciyaarta sidii mudnaanta waxbarashada carruurta. Cutubka 8 ee buuggan ayaa ka hadli doona deegaanka.

Ciyaar, sida waayo-aragnimo, waxay keeni kartaa faa’iidooyin carruurta maadaama ay abuurto shuruudo ku haboon koritaanka iyo horumarka (Dewey, 1938/1997; NAEYC, 2020; Piaget, 1973). In kasta oo ay jiraan faa’iidooyinka, waxbarashada akadeemiga (sida barashada magacyada xarfo iyo tirooyin) ayaa laga yaabaa inay ka sarreyso ciyaarta qaar ka mid ah barnaamijyada waxbarashada hore (Almon & Miller, 2011). Tani waxay yaraynaysaa fursadaha carruurta si ay u ciyaaraan. Maadaama ay muhiim u tahay horumarka carruurta, Akademiyada Carruurta ee Mareykanka ayaa soo saartay warbixin si ay dhakhaatiirta uga caawiyaan macluumaadka ay u baahan yihiin si ay ula hadlaan qoysaska ku saabsan ciyaarta, oo ay ku jiraan qorista qiyaas ciyaar (Yogman, et al., 2018).

Katz (2010) wuxuu ka hadlay “heerkulka waayo-aragnimada” wuxuuna sharxay sida halkii diiradda la saari lahaa heerarka waxqabadka (sida aqoonsiga xarfo iyo tirooyin), macallimiinta iyo xirfadlayaasha waxbarashada hore ay u fikiri karaan noocyada waayo-aragnimada la siiyo carruurta. Halkii hawlaha akadeemiga, carruurta waxay ku hawlan karaan ciyaarta, taasoo u oggolaaneysa inay raadiyaan waxa ay xiiseynayaan iyo inay sameeyaan iyagoo ku sugan heerka horumarinta ee ay ku jiraan. Muuqaalka hoose, Carlsson-Paige (2013) wuxuu sharraxayaa ciyaarta, barashada carruurta, welwelkiisa ku saabsan hawlaha akadeemiga marka loo eego waayo-aragnimada ciyaarta.

Daawo Muuqaalka

Sida aad ku aragtay muuqaalka, waayo-aragnimada ciyaarta waxay abuurtaa fursado carruurta ku hawlan tahay dhammaan aagagga horumarka waxayna dhiirrigelisaa fikirka

Cognitive Development

Ciyaartu waa mid maskaxeed; waxay u baahan tahay fikir. Markay ciyaarayaan, carruurtu waxay matalaan fikirkooda si calaamadeyn ah iyo iyada oo la adeegsanayo qalabyo jireed iyo maskaxeed (Dewey, 1916/1944; Piaget, 1962, 1973; Vygotsky, 1978). Inta lagu guda jiro ciyaarta, carruurtu ma matalaan kaliya fikradahooda, laakiin sidoo kale waxay dhisaan aqoontooda ku saabsan adduunka jireed iyo bulsheed (Piaget, 1962; Vygotsky, 1978). Ciyaar waxay u baahan tahay is-xakameyn, taas oo dhisaysa hawlgalka fulinta (Bodrova & Leong, 1996; Yogman, et al., 2018). Sida ay sheegayaan Yogman et al. (2018), ciyaar waxay ka caawisaa carruurta inay horumariyaan xirfadaha qarniga 21aad sida fikirka hal-abuurka iyo xallinta dhibaatooyinka, kuwaas oo u baahan hawlgalka fulinta.

Horumarka Jirka

Horumarka jireed ayaa sidoo kale muhiim ah marka la barbar dhigo maskaxda. Horumarka jireed wuxuu ka kooban yahay xirfadaha mootooyinka yaryar iyo kuwa waaweyn iyo sidoo kale dhaq-dhaqaaqa. Markay carruurtu isticmaalaan alaabada iyo khamaarka ciyaarta, waxay isticmaalaan xirfadaha mootooyinka yaryar iyo kuwa waaweyn, qaar ka mid ah qaababka ciyaarta waxay ku lug leeyihiin dhaq-dhaqaaq iyo firfircooni jireed. Horumarka jireed wuxuu bilaabmaa ka hor dhalashada maadaama carruurtu ay dhaqdhaqaaqaan jirradooda iyagoo ku jira caloosha, wuxuuna sii socdaa inta lagu jiro carruurnimada (Carlson, 2011). Ilmaha yaryar waxay ku hawlan yihiin hawlaha dareen-matoorka, sida inay raacaan dalool (rattle) oo ay daawadaan. Noocan ciyaarta waa jireed oo is-dhaafsan la leh maskaxda iyo horumarinta mustaqbalka (Dewey, 1913; Erikson, 1963; Piaget, 1962; Vygotsky, 1978).

Ciyaarta dareenka-matoorka waxay sii socotaa carruurta yaryar iyada oo korodhka dhaqdhaqaaqa ay carruurtu baranayso inay socotaa oo ay mar walba ku jiraan dhaqdhaqaaq (Carlson, 2011). Waxaa jira xiiso iyo dardaaran si ay isu dhaqaajiyaan iyo walxaha (Dewey, 1913), waana mararka qaar waxay qaadataa dadaal badan ama waa lagu hayaa waqti dheer. Tani waxaa lagu arki karaa marka la daawado hal sano jir oo dhaqaajisa walxaha qolka sida riixidda kursi ama sanduuq, waxaana xiisaha ugu weyn ee ciyaartaas yahay in la dhaqaajiyo. Carruurta dugsiga hore waxay helaan is-waafajin iyo xirfad kordhay oo ku saabsan firfircoonaanta jireed (Carlson, 2011).

Marka xirfadaha mootooyinka yaryar iyo kuwa waaweyn la hormariyo, waxaa lagu muujinayaa sida ay u ciyaaraan khamaarka isku xiran, alaabada dareenka sida play dough iyo clay, iyo qalabka qoris/jiidid. Waxay sidoo kale isticmaalaan xirfadaha mootooyinka waaweyn sida orodka, boodada, iyo fuulista. Marka carruurtu korodhsato, waxay leeyihiin awoodda mootooyinka si ay u dhisaan alaabada sida Legos waxayna ku ciyaari karaan ciyaaro sida hopscotch.

Horumarka Bulshada iyo Shucuurta

Horumarka bulshada iyo shucuurta ayaa sidoo kale muhiim u ah carruurta. Carruurta waxay ciyaarayaan dadka waaweyn iyo midba midka kale, sidaas darteed waxay ku hawlan yihiin is-dhexgal bulsheed. Waxaa jira dhinac shucuur ah oo gudaha ah ciyaarta. Sharaxaadda hore ee ciyaarta oo ku lug leh doorasho, yaab, iyo farxad (Mardell, 2019) waxay bixisaa soo koobid ku saabsan dhinacyada shucuurta ee ciyaarta.

Keliya erey kasta—doorashada, yaabka, iyo farxadda—waxay ku lug leeyihiin shucuur. Carruurtu waxay dooranayaan iyadoo ku saleysan danahooda iyo dardaarankooda (Dewey, 1913). Yaabku wuxuu ku lug leeyahay yaab iyo inta badan la xiriira danaha shucuurta wanaagsan. Farxadda waa erey lagu sharaxayo raaxo iyo farxad. Ka fikir saddex carruur ah oo ciyaaraya banaanka halkaas oo ay jiraan dhagxaan ku filan inay ku fadhiistaan laakiin ku yar in carruur ay dhaqaajiyaan. Hal carruur ayaa dhagxaanta rogi karta. Carruurtu waxay ka helaan cayayaanka iyo dhoobada ka hooseysa dhagaxa, mid ka mid ahna wuxuu ku dhawaaqaa “Waaaw, eeg taasi! Mid kale wuxuu yiri: “Wuxuu dhaqdhaqaaqayaa, eeg, wuxuu si degdeg ah u crawlayaa!” Midka saddexaad wuxuu yiri: “Xaggee ayuu u socdaa?” Dood ayaa ka bilaabmaysa haddii cayayaanku cabsi qabo, gaajo leeyahay, ama raadinayo guri cusub. Tusaalahan, carruurtu waxay go’aansadeen inay la ciyaaraan dhagaxa oo ay dhaqaajiyaan, waxayna ku farxeen waxa ay ka heleen hoostiisa, waxayna yaabeen waxa noolahaas ay sameynayaan. Qaado daqiiqad si aad u fikirto shucuurtaada markaad dooranayso, waxa aad yaabto, iyo sida aad dareemayso markaad maqasho ereyga farxad.

Horumarka Luqadda

Ciyaar waxay bixisaa macnaha hodanka ah ee horumarinta luqadda, maadaama carruurtu ay ku hawlan yihiin is-dhaafsi hadal, sheeko-sheeg, iyo calaamadeyn. Iyada oo loo marayo ciyaarta, carruurtu waxay ballaariyaan ereyadooda, waxay ku dhaqmaan isticmaalka luqadda ujeeddooyin kala duwan, waxayna horumariyaan xirfadaha sheeko-sheeg. Ciyaar sidoo kale waxay taageertaa horumarinta xirfadaha luqadda qaadashada, maadaama carruurtu ay dhageystaan ​​oo ka jawaabaan fikradaha iyo aragtiyada dadka kale.

Gabagabo

Ciyaar waxay ku lug leedahay dhammaan dhinacyada horumarka. Waxaa jira dhinac horumarineed oo ciyaarta. Ciyaarta carruurta aad u yar—ilmaha—waxay si weyn uga duwan tahay ciyaarta carruurta waaweyn. Kala duwanaanshiyadani waxay ka dhalanaysaa horumarka iyo waayo-aragnimada nolosha. Horumarka horumarka wuxuu saldhig u yahay qaar ka mid ah aragtiyada iyo qoraayaasha, sida Piaget (1962, 1973) iyo Parten (1932). Ciyaar waa mid adag waxaana jira siyaabo badan oo loo baaro ciyaarta carruurta, faa’iidooyinka ay leedahay, iyo waxa ay ka caawin karto in ay waxtar yeelato iyadoo la adeegsanayo dhinacyada sidii qaab-dhismeed u ah fahamka ciyaarta iyo horumarka. Akhrinta noocyada ciyaarta waxay bixisaa caddeyn dheeraad ah oo ku saabsan ciyaarta iyo doorkeeda ee horumarka carruurta iyo barashada hore.

Ka Fiirsasho

Ka dib akhrinta qaybtaan iyo daawashada muuqaalka Carlsson-Paige, maxay tahay fikradahaaga ku saabsan sida carruurtu uga faa’iidaystaan ​​ciyaarta?

4.5 Ciyaar Jirka

Ciyaarta jirku waa nooc muhiim ah oo ciyaarta ah oo ku lug leh dhaqdhaqaaqa iyo isticmaalka jirka. Caruurtu waxay ku ciyaaraan ciyaar jireed iyaga oo ka qaybqaadanaya hawlo sida orod, boodbood, fuulid, iyo qoob ka ciyaar. Noocan ciyaarta ah wuxuu caawinayaa caruurta inay horumariyaan xirfadaha muruqa weyn, isku dheelitirka, isku xirka, iyo awooda. Ciyaarta jirku ma aha oo kaliya mid faa’iido u leh caafimaadka jirka, laakiin sidoo kale waxay taageertaa horumarka maskaxda iyo shucuurta bulshada.

Ciyaarta banaanka waxay qayb muhiim ah ka tahay ciyaarta jirka, iyadoo siineysa caruurta fursado ay ku sahamiyaan deegaanka, ku qaadaan khataro, iyo ku lug yeeshaan ciyaaro firfircoon. Ciyaarta dabeecadda, gaar ahaan, waxay u oggolaaneysaa caruurta inay la xiriiraan dunida dabiiciga ah, iyagoo kor u qaadaya dareenka yaab iyo xiiso.

4.6 Ciyaar Banaanka/Dabeecadda

Ciyaarta bannaanka iyo ciyaarta dabeecadda ayaa lagama maarmaan u ah horumarka guud ee caruurta. La xiriiridda dabiicadda waxay u oggolaaneysaa caruurta inay sahamiyaan, tijaabiyaan, oo ay ogaadaan. Ciyaarta bannaanka waxay bixisaa fursado loogu talagalay dhaqdhaqaaq jireed, hal-abuur, iyo isdhexgal bulsheed. Ciyaarta dabeecadda waxay ka koobnaan kartaa hawlo sida fuulista geedaha, dhismaha qubaysyada, sahminta beerta, iyo daawashada xayawaanka.

Khibradaha bannaanka waxay sidoo kale soo bandhigi karaan fursado loogu talagalay ciyaar khatar ah, halkaas oo caruurtu ay ku caawinayaan naftooda inay iska horkeeni karaan iyaga oo baranaya xadkooda deegaanka amniga leh. Ciyaarta khatarta ah ayaa muhiim u ah dhisida adkeysiga iyo kalsoonida iyadoo caruurtu ay maareeyaan awoodahooda jireed.

4.7 Muhiimadda Ciyaarta

Gabagabadii, ciyaartu waa qayb muhiim ah oo ka mid ah waxbarashada iyo horumarka carruurtu. Waxay ka koobantahay noocyo kala duwan, oo ay ku jiraan ciyaarta dareemada, ciyaarta sahminta, ciyaarta dhisidda, ciyaarta madadaalada, ciyaarta jirka, iyo ciyaarta bannaanka/dabeecadda. Nooc kasta oo ciyaar ah wuxuu ka qayb qaataa horumarka caruurta ee maskaxda, jirkooda, bulshada, iyo shucuurtooda.

Iyadoo la siinayo caruurta fursado badan oo ciyaar ah, macallimiinta iyo daryeelayaasha waxay taageeri karaan koritaanka iyo barashada dhameystiran. Fahamka noocyada kala duwan ee ciyaarta iyo muhiimada ay leedahay waxay u oggolaaneysaa dadka waaweyn inay abuuraan deegaanada u oggolaanaya ciyaarta, kuwaas oo kor u qaadaya xiisaha, hal-abuurka, iyo ka-qaybgalka dabiiciga ah ee caruurta.

Tixraac

Ka fiirso khibradahaaga ciyaarta. Waa maxay noocyada ciyaarta ee aad ka heshay? Sidee ayaad ku dhiirrigelin kartaa ciyaarta noloshaada ama nolosha caruurta aad la shaqeyso?

Tusaale Ciyaar Dhisid

Tusaalaha ciyaarta dhisidda ee loo isticmaalo ciyaar madadaalo/socio-dramatic play ayaa muujinaya kakanaanta iyo qiimaha ciyaarta qayb ka ah waxbarashada iyo barashada. Waxaa dhici karta in ilmuhu uu ku lug leeyahay xaalad ciyaar madadaalo ah laakiin uu si weyn ugu hawlan yahay ciyaar dhisid, sida dhisidda doonta ama diyaaradda si dadka kale ugu isticmaalaan sheekada ciyaarta wadajirka ah. Si kastaba ha noqotee, ka qaybqaadashada bulsheed ayaa ah mid muhiim ah sababtoo ah ilmaha ayaa la ciyaaraya dadka kale oo waa inuu dhisaa si waafaqsan mowduuca ciyaarta. Haddii mowduuca ciyaarta uu yahay safar iyo safar diyaaradeed, ma habboona in la dhiso doonta. Haddii dhisaha uu dhisay doonyo oo uusan khibrad u lahayn diyaaradaha laakiin uu xiiseynayo inuu la ciyaaro dadka kale, diyaarad waa in la dhisaa. Doontu ma shaqayn doonto safar hawada. Dhisaha hadda waa inuu ballaariyaa fikraddiisa iyo is-xakameynta si uu uga shaqeeyo dhisidda diyaaradda. Dhisaha wuxuu yeelan karaa ama ma yeelan karo macluumaad ku saabsan diyaaradaha. Macluumaad la’aantu waxay ku dartaa lakab kale oo kakanaanta iyo fursad waxbarasho.

Tusaalahan wuxuu muujinayaa in ay jiraan xeerar aan caddeyn (aan la sheegin) oo ku jira ciyaarta madadaalo (Bodrova & Leong, 2007; Vygotsky, 1978). Waxay sidoo kale iftiimisaa Aagga Horumarinta Qiyaasta ee Vygotsky (ZPD) (1978). ZPD waa xad u dhexeeya halkaas oo caruurtu ka shaqeyn karto kaligeed iyo kaalmada. Ilmaha wuxuu ka shaqeyn karaa heer sare leh kaalmada dadka kale. Xaaladdan, haddii dhisaha uu leeyahay macluumaad yar oo ku saabsan diyaaradaha oo uusan waligiis ku safarin, asxaabtu waxay bixiyaan macluumaadka loo baahan yahay si ay u dhisaan diyaaradda oo ay ku jiraan meelo gudaha ah oo loogu talagalay safarayaasha.

Intaa waxaa dheer, sida uu sheegay fikradda Vygotsky (1978), carruurta dugsiga preschool-ka waxay ka shaqeynayaan heerka ugu sareeya marka ay ku jiraan ciyaarta madadaalo. Ciyaarta madadaalo waxay u baahan tahay is-xakameyn iyo hawlgalka fulinta (Bodrova & Leong, 2007; Vygotsky, 1978). Waxaa sidoo kale muhiim ah in la xuso in danaha carruurta ay dhiirrigelin karaan isku dayga waxyaabo cusub (Dewey, 1913).

Ciyaar Jirka

Carruurtu waxay kaloo ku hawlan yihiin ciyaarta jireed. Ciyaarta jireed waa firfircoon oo xoog badan oo carruurtu ku hawlan yihiin dhaqdhaqaaqa muruqa weyn (Smith, 2010; Pellegrini, 2011). Carruurta da’ kasta waxay ku hawlan yihiin ciyaarta jireed, laakiin waxay u muuqataa si ka duwan carruurta yar yar, waxaana badanaa ka mid ah hawlo sida lugta joojinta iyo gacmaha daloolinta (Pellegrini, 2011). Ciyaarta jireed waxaa sidoo kale loo yaqaan ciyaarta jirka weyn (Carlson, 2011). In kasta oo dadka waaweyn ay la kulmaan raaxo darro noocan oo ciyaar ah, haddana waxay faa’iido u leeyihiin horumarka jirka carruurta (Carlson, 2011).

Ciyaarta qallafsan iyo xawaaraha ah waa nooc ciyaar jireed oo la sameeyo iyada oo lala ciyaarayo dadka kale (Carlson, 2011; Smith, 2010). Ciyaarta qallafsan iyo xawaaraha ah waxay ka duwan tahay dagaalka. Ciyaarta qallafsan iyo xawaaraha ah ujeedadu waa in la ciyaaro si wadajir ah, halkii loo dooneyn in waxyeelo la gaarsiiyo ama la kaashado (Carlson, 2011). Waxay dhacdaa dhammaan da’da. Waxaa laga yaabaa in ay adagtahay in la qiyaaso carruurta yar yar inay ku jiraan ciyaar qallafsan, laakiin tusaalaha ay bixiyaan Luckenbill et al. (2019) waxay bixiyaan sawir wanaagsan: “carruurta yar yar oo kor u dhaafaysa carruurta kale” iyo “ka jiidista midba midka kale dharka dhererka” (s. 9).

Ciyaar Bannaanka/Dabeecadda

Ciyaarta jireed badanaa waxay dhacdaa bannaanka. Ciyaarta bannaanka iyo dabeecadda waxay kordhaysay xiisaha sanadihii u dambeeyay, waxaana la muujiyay in khibradaha bannaanka carruurtu, gaar ahaan dabeecadda, ay hoos u dhacayaan, taas oo laga yaabo inay gacan ka geysato arrimaha horumarineed (Louv, 2005). Qaybtan, ciyaarta bannaanka iyo dabeecadda waxaa loo arkaa hal nooc. Dabeecadda waxay ku jirtaa bannaanka, oo ay ku jiraan meelaha sida waddooyinka, beero la sameeyay, ama dusha siman sida baarkinka oo aan u muuqan mid dabiici ah. Cimilada, worms, cayayaanka, caleemaha, geedaha, qodobbada iwm. waa qayb ka mid ah dabeecadda, waxaana kuwan ka mid ah tusaalooyinka waxyaabaha laga heli karo deegaanka banaanka ah ee carruurtu booqato si joogto ah.

Hab ka mid ah in la fikiro ciyaarta bannaanka/dabeecadda ayaa ah in la tixgeliyo meelaha bannaanka ee barnaamijyada carruurta yaryar sida deegaanada waxbarashada bannaanka (OLE) (Cooper, 2015; Falk, 2018; Nature Explore Program, 2019). OLE waxay bixisaa fursado ka duwan waxa laga helo gudaha. Ma yaab samaynayso in ciyaarta carruurta ay ka duwan tahay bannaanka (Engelen et al., 2018). Dabeecaddu waxay bixisaa qaybaha dabacsan (Nicholson, 1971) sida ulaha, dhagaxyada, iyo alwaaxyada oo la dhaqaaqi karo oo loo isticmaali karo siyaabo kala duwan.

Carruurta waxay u muuqdaan inay firfircoon yihiin OLE sababtoo ah waxaa jira meel ka badan oo orod iyo hawlo kale oo muruqa weyn ah sida ciyaarta qalabka ciyaaraha la sameeyay ama isticmaalka qaybaha dabiiciga ah. Alwaax ama geed, haddii la oggolaado, waxay kor u qaadi kartaa ciyaarta jireed, oo ay ku jiraan fuulid. Intaa waxaa dheer, macallimiinta carruurta yaryar waxay oggolaadaan dhaqdhaqaaq ka badan bannaanka (Storli & Sandseter, 2015). OLE sidoo kale waxay bixisaa fursado loogu talagalay ciyaar khatar ah. Ciyaarta khatarta ah waa carruurta qaadashada khataro. Tani waxay badanaa keentaa walaac ka yimaada dadka waaweyn oo ku saabsan badbaadada, in kasta oo carruurtu ay leeyihiin awood ay ku maareeyaan khataro (Keeler, 2020).

Carruurtu waxay arki karaan xaalad khatar ah waxayna sameyn karaan mid ka mid ah waxyaabahan: ka qaybqaadashada, isbedel ku sameynta si ay u noqoto mid khatar yar, ama doorashada in aanay ka qaybqaadan (Lavrysen et al., 2017). Ilmo ayaa arki kara dhagax weyn oo dooran kara inuu isku dayo inuu fuulo, wuxuu helayaa xabbad si uu u taagto si ay ugu caawiso fuulidda, ama waxba ma qaban dhagaxa. Ka qaybqaadashada khatarta, iyada oo aan wax ka beddelin ama aan wax ka beddelin, waxay faa’iido u leedahay horumarka jireed, bulshada/shucuurta, iyo maskaxda carruurta (Bento & Costa, 2018; Keeler, 2020; Lavrysen et al., 2017; McClain & Vandermaas-Peeler, 2016).

Lixda qaybood ee ciyaarta waxay bixiyaan qaab dhismeed lagu fahmo ciyaarta. Noocyada ciyaar oo dhan waxay qayb ka yihiin DAP (NAEYC, 2020). Nooc kasta oo ciyaar ah waxaa si gooni ah loo qeexay laakiin ma ahan mid gaar ah. Noocyada ciyaarta waxaa la isku dari karaa waxayna badanaa is daba socdaan marka carruurtu ciyaarayaan.

4.5 Ciyaarta Fasalka Barashada Carruurta

Illaa hadda, cutubkan, ciyaarta iyo qiimaheeda carruurta ayaa lagu sharxay. Fasallada ku habboon horumarka waxay leeyihiin meelaha jireed iyo jadwal maalinle ah oo ku daraya waqtiyo ciyaar (NAEYC, 2020). Tani waxay ka mid tahay waqtiyada ciyaarta gudaha iyo dibadda. Cutubka 8 wuxuu ka hadlayaa deegaanka laakiin qaar ka mid ah arrimaha muhiimka ah ee la xiriira ciyaarta ayaa lagu sharaxay qaybtaan.

Guriga, carruurtu waxay u baahan yihiin waqti ay ku lug yeeshaan oo ay si buuxda u qaataan ciyaar, ugu yaraan 45 daqiiqo. Fasalka si wanaagsan loo maamulo, carruurtu waxay ku ciyaari karaan ciyaar xor ah ilaa hal iyo bar saacadood. Tani waxay carruurta siisay waqti ay ku doortaan waxa ay rabaan inay sameeyaan oo ay si buuxda ugu lug yeeshaan ciyaarta. Sidoo kale waxay siinaysaa fursad carruurta inay ku abuuraan ciyaarta dhismaha oo ay isticmaalaan abuurista ciyaarta majaajilada. Ka fikir sida ay u noqonayso mid niyad jab leh in la abuuro qasriga farshaxan leh laakiin aan la helin waqti lagu labisto oo lagu ciyaaro! Intaa waxaa dheer, carruurtu waxay u baahan yihiin agab iyo meel ay ku abuuraan qasriga. Haddii aysan jirin agab furan oo la isticmaali karo iyo meel ku filan, waxay keeni kartaa fursado lumay oo loogu talagalay ciyaar hal abuur leh, taasoo sidoo kale ka dhigan inaysan ka faa’iideysanayaan waayo-aragnimooyinka noocaas ah.

Sida hore loo xusay, OLE waxay bixisaa fursado noocyo kala duwan oo ciyaar ah, gaar ahaan firfircoonida jireed (Engelen et al., 2018) iyo ciyaarta khatarta ah (Keeler, 2020; Storli & Sandseter, 2015). Waqtiga dibadda si caadi ah looma tixgeliyo nasasho iyo “firaaqo” sababtoo ah carruurta yar-yar waxay bartaan mar walba. Halkii laga eegi lahaa nasashada, ciyaarta iyo ka qaybqaadashada OLE waxaa loo arki karaa fursado dheeri ah iyo kor u qaadista barashada gudaha (Mustapa et al., 2015).

Cimiladu waxay badanaa lagu sheegayaa sabab aan dibadda loogu ciyaarin. Ka maqnaanshaha dibadda marka roob ama baraf dhacayo waxay gacan ka geysan kartaa fursado la waayo, sida ku dhacday tusaalaha qasriga kor ku xusan. In kasta oo markii hore ay u muuqato hawl adag in carruurta lagu qanciyo inay xirtaan qalabka dibadda sida jaakadaha roobka, koofiyadaha, gacmo-gashiyada, iyo boots-ka, waxay qayb ka noqotay hab-raaca iyo waxay sidoo kale fursado siinaysaa si loo tababaro xirfadaha farsamada iyo kuwa is-caawinta. Roobka badanaa halkan ka jira Gobolka Pacific Northwest waa ilo weyn oo ciyaar ah! Biyaha waxay sameeyaan dhoobo taas oo loo isticmaali karo in la sameeyo keegyo iyo suugo, gaar ahaan carruurta jecel ciyaarta dareenka iyo majaajilada.

U oggolaanaya carruurta inay isticmaalaan deegaanka, gaar ahaan dibadda, sidoo kale waa caqabadda macallimiinta. Tani waxay la xiriiri kartaa cimilada, sida ciyaarta biyo-dhaaminta, iyo sidoo kale isticmaalka shayada deegaanka. Qaybaha dabacsan sida ulaha, dhagaxyada, iyo qoryaha ayaa lagu dari karaa suugada iyo keegyada (laga yaabee in laga sameeyo biyo iyo dhoobo) waxaana loo isticmaali karaa siyaabo kale. Carruurta waxay u isticmaalaan shayada deegaanka ciyaarta majaajilada. Macallin ayaa sharxay carruurta waxay u isticmaali jireen qoryaha sidii cunto loogu ciyaaro makhaayadda, gaar ahaan Happy Meals ee McDonald’s drive-through. Guriga ciyaarta dibadda wuxuu ahaa dhismaha; carruurta waxay u adeegayeen qoryaha carruurta kale (iyo macallimiinta) iyagoo lugeynaya ama baaskiil wadaan si ay ugu gudbaan drive-through (M. Naw, isgaarsiinta shaqsiga ah, Janaayo 15, 2021). Macallin kale ayaa sharxay sida carruurtu ay isugu diyaarin jireen inay dib u celiyaan sheekada Three Billy Goats Gruff iyadoo la isticmaalayo qoryo sidii buundo loogu talagalay dhoobo (T. Sy, isgaarsiinta shaqsiga ah, Diseembar 28, 2020). Labada macallin waxay sheegeen in carruurtu ciyaartaan sheekooyinkan marar badan iyo wakhti kasta ciyaartu ay ka koobnayd carruur ka badan hal iyo in dibadda la sameeyay, laakiin aan gudaha ahayn. Intaa waxaa dheer, shayada deggan sida dhagaxyada waaweyn iyo qoryaha ayaa loo isticmaali karaa ciyaarta jireed iyo ciyaarta khatarta ah.

Fasalka carruurta yar-yar, gudaha iyo dibadda, waa inuu noqdaa deegaan hodan ku ah fursadaha ciyaarta. Cutubka 8 wuxuu ka hadlayaa deegaanka. Marka aad akhrinayso cutubka waxaad ka fikir kartaa sida naqshadda deegaanka ay u abuurto fursadaha noocyada kala duwan ee ciyaarta.

4.6 Arrimaha & Caqabadaha La Xiriira Ciyaarta

Inkastoo carruurta adduunka oo dhan ay ciyaaraan (Carlsson-Paige, 2013), qaar ayaa wajahaya caqabado ku saabsan sida loo ciyaaro. Qaado daqiiqad si aad u fikirto waxa ciyaartu ku lug leedahay, gaar ahaan ciyaarta dhismaha iyo ciyaarta majaajilada/socio-dramatic. Si ay u dhisaan, carruurtu waxay u baahan yihiin inay wax ka ogaadaan agabka iyo sida loo mideeyo, inay haystaan horumarka jireed si ay ula shaqeeyaan agabka, inay adeegsadaan fikrad hal abuur leh, iyo inay ku sii jiraan hawsha. Si ay u ciyaaraan ciyaarta majaajilada, waxay u baahan yihiin inay haystaan mowduuc ay ku ciyaaraan (karinta, diyaarad, doon, qoys, iwm), inay adeegsadaan fikrad hal abuur leh, iyo haddii ay tahay ciyaar socod ah inay awoodaan inay raacaan sheekada, is-kordhiyaan, iyo mararka qaarkood xirfadaha loo baahan yahay si ay u galaan koox. Nooc kale oo ciyaar ah oo sii kordhaya waa ciyaarta khatarta ah oo ku lug leh fahamka xirfadaha qofka iyo diyaarinta dareen ahaan in la isku dayo wax caqabado leh (Keeler, 2020). Liiskan xirfadaha iyo awoodaha waa liis guud, waana mid dheer! Waxaad ka fikir kartaa waxa loo baahan yahay si aad u dhex gasho ciyaar iyo in qaar ka mid ah carruurta ay wajahaan caqabado.

Qaar ka mid ah caqabadaha caamka ah iyo arrimaha carruurtu wajahaan marka ay ciyaarayaan waxaa lagu geyn karaa saddex kooxood: agab, luuqad, iyo kuwo kale. Kooxahaan waxaa loo sameeyay sidii hab lagu sharxayo caqabadaha. Sharaxaadda koox walba maaha mid dhamaystiran. Ujeedadu waa in la siiyo akhristaha fikrad guud oo ku saabsan sababaha carruurta ay u la kulmaan dhibaatooyin ciyaar, gaar ahaan fasalka carruurta yar.

Carruurta badanaa waxay isticmaalaan agab iyo alaab ciyaaro marka ay ciyaarayaan. Sidaad ka akhriday cutubkan, intii lagu guda jiray ciyaarta sahminta carruurtu waxay sahamiyaan oo ay fahmaan agabka iyo ciyaarta dhismaha agabku si ula qabsado. Marka ay yihiin dhallinyarada iyo caruurta, waxay eegayaan, waxay dhaqdhaqaaqayaan, oo waxay isku dayayaan inay la shaqeeyaan agabka. Hal arrin oo dhici karta waa marka dhallinyarada iyo caruurtu aysan qaadan talaabooyin inay sahamiyaan agabka.

Mararka qaarkood, carruurta waaweyn waxay dhibaato ka qabaan isticmaalka agabka. Tani waxay noqon kartaa sababtoo ah waxay haystaan khibrad xadidan oo ku saabsan agabka, sidaas darteed waxay u baahan yihiin waqti si ay ugu ciyaaraan sahminta. Waxaa kaloo suurtagal ah in carruurta u baahan yihiin taageero si ay u bartaan sida loo isticmaalo agabka si ujeeddo leh. Inta badan carruurta waxay helaan dareenka isticmaalka agabka iyagoo ku.

Qaybta Kale

Marka laga reebo agabka iyo luuqadda, waxaa jira qaybta “kale”. Qaybtan waa mid ballaaran waxayna ka kooban tahay caqabado jireed, sida fadhiga kursiga curyaanka lehna marin xaddidan oo ku yaal aagga ciyaarta, in la arki waayo ama la maqli waayo, ama caqabado kale oo dhaqdhaqaaq ah oo ka hor istaagaya ciyaarta. Ilmaha ma uusan ku habboonaan karin aag ama wuxuu la kulmi karaa dhibaatooyin isku dhafan oo ku dhaca waxa la dhisayo. Qaar ka mid ah faragelinta caqabadaha jireed waxaa lagu xallin karaa naqshad deegaanka. Marka aad akhrinayso Cutubka 8, waxaad maskaxda ku haysaa caqabadaha jireed ee ciyaarta. Waxaad bilaabi kartaa inaad aragto muhiimadda naqshadaha si ula kac ah loo sameeyay iyo adagida ay macallimiintu la kulmaan.

Qaybta kale sidoo kale waxay ka kooban tahay in aan la ciyaarin sababo kala duwan, sida: ku wareegaya, si aan joogto ahayn u dhaqdhaqaaqaya halkii uu ka sii ciyaari lahaa, ku sugnaanta marxaladda daawadayaasha (Parten, 1932) halkii uu ugu dambeyntii ku biiri lahaa, iyo in la diido ciyaarta. Tani waa liis caqabado caadi ah, waxaana lagu dhisay si aan dhamaystirnayn. Iyada oo la raacayo sababahan, taageerada macallimiinta oo loo jeediyay in lagu caawiyo carruurta inay helaan xirfadaha loo baahan yahay, waa mid faa’iido leh. Mar kale, ma ahan in cutubkan si buuxda loogu galo caqabadaha ciyaarta iyo sida loo xoojiyo loona taageero carruurta, balse cutubkan wuxuu siinayaa akhristaha fikrad ku saabsan ciyaarta fasalka carruurta yar-yar.

Diidmada waxay mudan tahay in si khaas ah loo xuso sababtoo ah waxay dhacdaa waxaana laga yaabaa in la iska indhatiray fasalka carruurta yar-yar ee mashquulka ah, gaar ahaan barnaamijyada maalintii oo dhan halkaas oo carruurta ay joogaan siddeed saacadood ama ka badan. Fasallada xanaanada ilaa fasalka saddexaad halkaas oo carruurta dibadda u baxaan nasasho oo ay badanaa la ciyaaraan asxaabtood, waxaa si sahlan loo indho tiran karaa. Ciyaartu, gaar ahaan ciyaarta wadajirka ah (Parten, 1932), waxay u baahan tahay shaqo badan. Way adkaan kartaa marka ay jiraan ciyaartoy badan, taasoo macnaheedu yahay doorka badan iyo fikrado badan. Sidoo kale waxay ka dhigan tahay shakhsiyado badan iyo gorgortan badan. Qoraa caan ah, Vivian Gussin Paley, oo ku saabsan ciyaarta carruurta ayaa ka fikiray ku darista waxaana si khaas ah u qortay “…carruurta la diiday ayaa og waxa ay yihiin, haddii ay na tusiyaan ama aanay na tusiyeen” (b. 15). Waxaan u baahanahay inaan ku raacsanahay khibrad badan oo aan haysto. Waxaan haystay xasuus cad, 17 sano ka hor, hooyo ayaa sheegtay in ilmuhu uu ka xumaaday asxaabtiis oo u guuray dugsiga cusub. Ilmahaas aad uma falgalin midka guuray, markaa waxay waydiisay sababta uu sidaa uga walwalsan yahay. Jawaabtiisu waxay ahayd “Maxaa yeelay isagu waa ilmihii xun, sida anigaba. Labadeenu ma hayno saaxiibo aan la ciyaarno.” Waxaan u maleynayaa in tani ay muujineyso muhiimada kormeerka macallinka, qiimaynta, iyo taageerada intii lagu guda jiray ciyaarta carruurta.

Diidmada iyo caqabadaha kale ee carruurtu la kulmaan ciyaarta waa walaac. Ma aha oo kaliya mid murugo leh in la maqlo diidmada, laakiin natiijadu sidoo kale waa—sida sabab kasta oo kale oo ilmaha aan la ciyaarin—ilmaha ma aysan ka qayb qaadan fasalka. Ciyaaruhu waa qayb ka mid ah manhajka (NAEYC, 2020) waxaana carruurta oo dhan u baahan yihiin fasallo u oggolaanaya ka qayb qaadasho buuxda iyo ka-qaybgal.

Ka Fikir

Ka fikir waqti aad ku aragtay ama aad ka maqli jirtay in ilmuhu la halgamay ciyaarta. Maxaad u maleyneysaa inay dhacday—maxay ahaayeen caqabadaha uu ilmaha la kulmay?

Fikradaha Ugu Dambeeya

Ciyaartu waa qayb muhiim ah oo ka mid ah waxbarashada carruurta yar-yar, iyadoo adeegsanaysa gaadiid awood leh oo loogu talagalay barashada, horumarinta, iyo wanaagga carruurta. Iyada oo la fahmayo noocyada kala duwan ee ciyaarta iyo gacan ka geysanaya horumarinta carruurta, macallimiintu waxay abuuri karaan deegaanada ciyaarta saaxiibtinimo leh iyo waayo-aragnimooyinka taageeraya korriinka guud ee carruurta.

Sida xirfadlayaal ku takhasusay carruurta yar-yar, waa muhiim in la u ololeeyo muhiimadda ciyaarta nolosha carruurta iyo in la hubiyo in ciyaaruhu ay noqdaan qayb dhexe oo ka mid ah dhaqanka ku habboon horumarka. Iyada oo la xoojinayo doonista dabiiciga ah ee carruurta ee ciyaarta, waxaan kor u qaadi karnaa xiisahooda, hal-abuurkooda, iyo jaceylkooda waxbarashada, iyadoo la dhisayo fursad guul nolosha oo dhan.

Attributions

“When Education Goes Wrong: Dr. Nancy Carlsson Paige at TEDxTheCalhounSchool” is CC BY-NC ND 4.0

“Parenting Counts: Babies Need to Test Everything” is a video by KCTS9 Public Broadcasting Services.

“Pretend Play with Big Boxes” is a video by the Illinois Early Learning Project.

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National Association for the Education of Young Children. (2020). Developmentally Appropriate Practice. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf

Paley, V. G. (1992). You can’t say you can’t play. Harvard University Press.

Parten, M. B. (1932). Social participation among preschool children. The Journal of Abnormal and Social Psychology, 27(3), 243-269.

Pellegrini, A. D. (2011). The development and function of locomotor play. (A. D. Pellegrini, Ed. Oxford University Press.

Piaget, J. (1962). Play, dreams, and imitation in childhood. W. W. Norton & Company, Inc.

Piaget, J. (1973). To understand is to invent: The future of education. Grossman Publishers.

Smilansky, S., & Shefatya, L. (1990). Facilitating play; A medium for promoting cognitive, socio-emotional, and academic development in young children. Psychosocial & Educational Publishers.

Smith, P. K. (2010). Children and play. Wiley-Blackwell.

Storli, R., & Sandsetter, E. B. H. (2015). Children’s play, well-being, and involvement: How children play indoors and outdoors in Norwegian early childhood education and care institutions. International Journal of Play, 8(1), 65-78, ISBN: https://doi.org/10.1080/21594937.2019.1580338

Sutton-Smith, B. (1997). The ambiguity of play. Wiley-Blackwell.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Paskek, K., Golinkoff, R. M. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3), 1-16. doi: https://doi.org/10.1542.peds.2018-2058

Websites You May Want to Explore Further

Center for Inclusive Child Care (podcasts address play)

https://www.inclusivechildcare.org/

Building Babies Brains Through Play: Mini-Parenting Master Class (Center on Developing Child Harvard University)

https://developingchild.harvard.edu/resources/building-babies-brains-through-play-mini-parenting-master-class/

Dr. Lillian Katz: What Should Children be Learning?

https://www.youtube.com/watch?v=aiZW0jIngc8

Exploring Playful Learning in Schools Around the World Video (Ben Mardell) https://www.youtube.com/watch?v=DWHSewOTx6Q

Pedagogy of Play (Project Zero/Ben Mardell) http://www.pz.harvard.edu/projects/pedagogy-of-play

10 Things Every Parent Should Know About Play

https://www.naeyc.org/our-work/families/10-things-every-parent-play

30 Reasons Why Play is Important for Children with Disabilities (Playground Equipment)

https://www.playgroundequipment.com/30-reasons-why-play-is-important-for-children-with-disabilities/

Top 5 Benefits of Children Playing Outside (Sanford Health)

https://news.sanfordhealth.org/childrens/play-outside/