1.Compare the way infants play to the ways as contrasted with the ways play.
Infants play different from children who are three-years old. Infants at the age of eighteen months roll around on certain objects. For example, an infant might lean and roll around on a ball that is slightly inflated. Babies make noise as they play with other children. Infants also play with toys that interest them. There is usually soft furniture in infant play areas. Babies who are six months cannot walk therefore they can lie next to each other and make different noise with their mouth. Babies usually spend time playing on the floor.
As children grow older they do not have to play on the floor as much because they are able to stand up. Preschool children are able to try on clothes alone, unlike babies. Preschool children are able to communicate with their friend when playing. Three year olds are able to participate in the dramatic play area. “For young children, this area should be arranged to look like a real home” (Herr, 2008, p.176). In a dramatic play area it is made up of things that are at home. For instance, a dramatic play are may include a kitchen, furniture, dolls, and a play house. Age appropriate material should be displayed in these areas.
Infants do not have full control over their hands; however, two and three year olds are developing their fine-motor skills. Children at the age of two and three can manipulate three toys because they have more control of their hands. At two and three children play putting clothes on and dressing up. Infants cannot put their own clothes on because they have not developed their fine-motor skill; and the two and three year old they need a little help getting ready. “With a little help, two-year-olds can accomplish may self-help skills”(Herr, 2008, p.107).
As a consumer society, we are surrounded with messages about the importance of owning things. Explain how children receive a double dose of training toward object orientation from the messages that affect the lives of even infants and toddlers.
“When you combine those messages with a cultural value of objects, children receive a double dose of training toward object orientation”(Gonzalez-Mena, 2008, p.110). Children may receive a double dose of training one culture may do something different from another culture. For instance, one culture may feel that children should play with toys only while other cultures may believe that the child should play with toys as well as people. Therefore, the child is getting a double dose of training. The double dose of training comes from people representing two different cultures. Children can be affected by object orientation. Society make it...