Features of the development of emotions in preschool children

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This article has an unclear citation style. The references used may be made features of the development of emotions in preschool children with a different or consistent style of citation and footnoting. The source “Playing and Learning, Beverlie Dietze, Diane Kashin” is defined multiple times. Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them.

Key ways that young children learn include playing, being with other people, being active, exploring and new experiences, talking to themselves, communication with others, meeting physical and mental challenges, being shown how to do new things, practicing and repeating skills and having fun. According to proponents of the concept, play enables children to make sense of their world. Children possess a natural curiosity to explore and play acts as a medium to do so. Play must be pleasurable and enjoyable. Play involves active engagement on the part of the player. Play involves an element of make-believe.

Role play and pretend play involves creativity, such as: making props to use or finding objects to be used as props. Play can also be creative when the person involved constructs building blocks, uses paint or uses different materials to build an object. Creativity is not about the end product but the process of the play scenario. Imagination is used during play when the person involved creates images in their minds to do with their feelings, thoughts and ideas. The person then uses these images in their play. Seven common characteristics of play are listed in Playing and Learning, by Beverlie Dietze and Diane Kashin: Play is active, child-initiated, process oriented, intrinsic, episodic, rule-governed, and symbolic.