Child Play 2 Full Movie Online
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Play is all about having fun! Any activity, organized or unstructured, your child finds fun and enjoyable is considered play. But play is much more than just a fun activity for your child! As a child grows they go through different stages of play development.
When a child starts to interact with others during play, but there is not a large amount of interaction at this stage. A child might be doing an activity related to the kids around him, but might not actually be interacting with another child. For example, kids might all be playing on the same piece of playground equipment but all doing different things like climbing, swinging, etc.
The site was divided into six discrete observation zones, and each observer spent 15 min in each zone, rotating through all six zones each round (One round of observation was completed every 90 min). Observers located themselves within each zone so that they could easily see and hear children as they played which enabled a more accurate and nuanced evaluation of the play episodes. Observers located themselves as unobtrusively as possible behind trees or amongst vegetation to avoid disrupting play or distracting children.
Physical Play: More than 60% of all play events involved a Physical play component (See Table 2). The majority of Physical play activities (60.2%) also involved an Exploratory element; almost a quarter of Physical play (20.3%) involved more than one Physical play subtype, and 7.5% was paired with Play with Rules. Gross motor play comprised the largest proportion of Physical play, observed in over 70% of Physical activities, and 44% of all observed play events, and largely centered on children climbing up and down the large boulders in and along the upper and lower creek area, lifting bamboo poles in the build area to construct teepees and forts, and running down ramps or slopes (See Figure 14). Gross motor play was often paired with vestibular components (20.3% of all Physical play, and involved in 13% of all observed play), where children might be both climbing boulders and logs, then balancing their way across them. Fine Motor play, such as manipulating boats to sail or race down the creek, or stirring bowls of mulch in the mud kitchen, was evident in almost 30% of all Physical play and 17% of all observed play; often paired with Exploratory or Imaginative play, Fine Motor play was observed most often in the creek and mud kitchen where there were significant loose parts (See Figure 14).
Exploratory Play: Activities with an Exploratory component were the second most observed outdoor play type; in addition to being predominately paired with Physical play (62.4%), it was also often observed in combination with Imaginative (14.1%) and Bio play (8.0%). Exploratory-Active play was the most common subtype observed, involved in 66% of all Exploratory activities and 40% of all play events, and was heavily centered on experimenting with boats in the water (including ways to manipulate the boat or the creek environment to change its trajectory down the creek), and mud kitchen activities such as filling or stirring bowls full of mud, water, mulch and other natural loose parts (See Figure 15). Exploratory-Sensory play (in 26% of Exploratory activities, 16% of all play events) was also prominent and focused on exploring the properties of water or mud, or looking for or examining the sensory features of loose parts such as water, leaves, mulch and flowers. Sensory play was observed in diverse locations across the site, particularly where plants or other natural matter was present. Constructive play, observed in 10% of all Exploratory activities, was largely observed in the build area where children would build structures using the bamboo poles present, and in the creek where they built dams in various parts of the creek (though this was not allowed due to the sensitivity of the creek water system and was discouraged or dismantled fairly quickly by staff).
Play with Rules: A small portion (6.8%) of observed play was in part characterized as Play with Rules, where children agree to play with a given or negotiated set of rules (See Table 2). Play with Rules was also heavily associated with Physical play (69%), but also more than a quarter involved Exploratory components. Nearly all Play with Rules (91.5%) was of the Organic subtype, where children have developed their own unique rules to govern a cooperative play activity. While made up games or obstacle course runs were observed, the majority of this subtype involved children developing rules for racing boats down the creek. About 9% of rule-based play was Conventional, reflecting commonly known games such as Hide N Seek or Duck, Duck, Goose; many of these games were observed in or around the stump circle, but they also appeared in diverse locations across the site (See Figure 17).
Bio Play: A newly introduced outdoor play type, Bio play, comprised 5.6% of all observed play events, and the vast majority (85.7%) of these activities were observed in conjunction with Exploratory play behaviors, particularly Exploratory-Sensory (See Table 2; Figure S1 in Supplementary Materials). The largest proportion of Bio play involved Wildlife interactions (89.7%) and centered primarily around the large birds and reptiles which were present in exhibit buildings on the perimeter of the playspace but also regularly brought out into the center open space for exhibition by staff naturalists and Audubon Society volunteers. However, children were also recorded observing or following butterflies, wild birds, and insects in diverse locations across The Backyard. About 10% of Bio play was focused on plant material such as feeling soft plant leaves or smelling flowers and was observed in various locations. No play was observed which involved Bio-Care activities.
Expressive Play: Also associated with about 5% of play events were Expressive play elements (See Table 2; Figure S1). The largest portion of these playful interactions involved social conversation (77.1%) with other children or else adults such as parents or staff; as much of the Conversation activities took place while being seated with others or eating lunch together, Expressive play was often found alongside a Non-play element (56.7%). Some Expressive play took the form of Performance (8.6%), such as singing or dancing for others, which was reflected in the common pairing of Expressive play with Physical play activities (23.3%). Expressive-Language play was also occasionally observed (17.1% of Expressive play; 1% of all play) and manifested as children singing or talking to themselves, or telling stories and jokes to one another. The high proportion of Expressive-Conversation activities resulted in some activity density around benches in the paleo area and other locations, but was otherwise well distributed across the site (See Figure S1).
Restorative Play: Another new outdoor play type, Restorative play was associated with about 5% of play events observed (See Table 2). The majority was categorized as Onlooking behaviors (58.3% of all Restorative, 3% of all play), where children would sit away from others, often on the edges of play settings, and quietly observing other children or patrons in the space (See Figure S1). Much of this time was also spent observing the landscape around them or idly playing with environmental elements such as leaves or water, and so was commonly paired with Exploratory play (43.3%). Resting was another prominent subtype (47.2% of all Restorative, 2.5% of all play), and typically involved children sitting on boulders, stumps or benches, or else lying down in shady spots under trees or bamboo structures. Restorative play activities were widely distributed across The Backyard.
Digital Play: Only one observed play event involved digital play, where a child was sitting on a bench playing on a cell phone (See Figure S1). The lack of observations prevent the ability to make associations with other play types or prevalent environmental locations or features.
As with a few other studies of natural playgrounds [4,46,73,74]. Physical play was the most prominent outdoor play type observed, involved in more than 60% of all observed play. Physical-gross motor was in turn the most prevalent subtype and manifested largely through climbing up and down the large boulders and stumps located throughout the site, building structures with large loose parts, as well as running down or up the moderate to steep slopes crisscrossing the site. Many of these activities required the need to balance successfully and so gross motor activities were often observed together with Physical-vestibular play. Play involving fine motor skills also made up a large component of many activities, particularly as children moved and manipulated small loose parts such as toy boats in the creek and spoons and bowls in the mud kitchen.
Similar to previous studies, Physical play was supported in numerous ways through both the fixed and loose environmental features on the site [25,26,40,75]. The presence of large, fixed features such as boulders, stumps and logs of varying sizes and heights set in close proximity to one another supported both climbing up and jumping across for all ages. Areas with uneven surface topography, such as the boulder-filled creek, were also significantly associated with Physical play; combined with moderate and steep slopes and ramps, The Backyard provided ample and challenging opportunities to run up and down parts of the site at significant speed, while requiring some careful negotiation of changing features. The strongly significant association between Physical play and both higher intensity activity and positive risk also supports the contention that environmental provision for Physical play can support healthy physical activity among children, as well as the risky play which can scaffold the advancement of skills and greater environmental competence [35,42,52]. These strong associations also demonstrate that The Backyard features provided diverse opportunities for Physical play appropriate to young children of all ages and skills levels. 153554b96e
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