EMA1501
Assignment 3 PORTFOLIO 2026
Unique number:
Due date: October 2026
ACTIVITY 1: PLAY
1.1.1 Types of play shown in the six pictures
1. Dramatic or pretend play
The first picture shows dramatic or pretend play because the children are acting as
health workers and patients. In this kind of play, children copy real situations that
they see in everyday life and use language, objects and imagination to create roles.
A Grade R teacher can use this play to bring mathematics into familiar situations,
such as counting patients, matching medicine containers, comparing heights or
arranging appointments in order. Pretend play is useful because young children
often understand mathematical ideas better when the ideas are linked to
experiences that make sense to them (Ginsburg et al., 2008).
, ACTIVITY 1: PLAY
1.1.1 Types of play shown in the six pictures
1. Dramatic or pretend play
The first picture shows dramatic or pretend play because the children are acting as
health workers and patients. In this kind of play, children copy real situations that
they see in everyday life and use language, objects and imagination to create roles.
A Grade R teacher can use this play to bring mathematics into familiar situations,
such as counting patients, matching medicine containers, comparing heights or
arranging appointments in order. Pretend play is useful because young children
often understand mathematical ideas better when the ideas are linked to
experiences that make sense to them (Ginsburg et al., 2008).
2. Physical or movement play
The second picture shows physical or movement play. The children are running,
jumping, balancing and using balls and hoops, so they are learning through whole
body movement. This kind of play can support mathematical language such as over,
under, near, far, first, second, faster, slower, long and short. It can also be used for
counting jumps or steps. In my view, this is especially useful in Grade R because
children are not expected to sit quietly for long periods while learning mathematics.
Movement gives them a practical way to experience space and number (Clements &
Sarama, 2014).
3. Constructive play
The third picture shows constructive play because the children are building with
blocks. Constructive play happens when children join, stack, arrange or combine
materials to make something. While building, they naturally work with shapes, size,
balance, position, comparison and measurement. They may notice that a tall tower
needs a stable base or that two small blocks can take the same space as one larger
block. These experiences help children build early mathematical thinking through
Assignment 3 PORTFOLIO 2026
Unique number:
Due date: October 2026
ACTIVITY 1: PLAY
1.1.1 Types of play shown in the six pictures
1. Dramatic or pretend play
The first picture shows dramatic or pretend play because the children are acting as
health workers and patients. In this kind of play, children copy real situations that
they see in everyday life and use language, objects and imagination to create roles.
A Grade R teacher can use this play to bring mathematics into familiar situations,
such as counting patients, matching medicine containers, comparing heights or
arranging appointments in order. Pretend play is useful because young children
often understand mathematical ideas better when the ideas are linked to
experiences that make sense to them (Ginsburg et al., 2008).
, ACTIVITY 1: PLAY
1.1.1 Types of play shown in the six pictures
1. Dramatic or pretend play
The first picture shows dramatic or pretend play because the children are acting as
health workers and patients. In this kind of play, children copy real situations that
they see in everyday life and use language, objects and imagination to create roles.
A Grade R teacher can use this play to bring mathematics into familiar situations,
such as counting patients, matching medicine containers, comparing heights or
arranging appointments in order. Pretend play is useful because young children
often understand mathematical ideas better when the ideas are linked to
experiences that make sense to them (Ginsburg et al., 2008).
2. Physical or movement play
The second picture shows physical or movement play. The children are running,
jumping, balancing and using balls and hoops, so they are learning through whole
body movement. This kind of play can support mathematical language such as over,
under, near, far, first, second, faster, slower, long and short. It can also be used for
counting jumps or steps. In my view, this is especially useful in Grade R because
children are not expected to sit quietly for long periods while learning mathematics.
Movement gives them a practical way to experience space and number (Clements &
Sarama, 2014).
3. Constructive play
The third picture shows constructive play because the children are building with
blocks. Constructive play happens when children join, stack, arrange or combine
materials to make something. While building, they naturally work with shapes, size,
balance, position, comparison and measurement. They may notice that a tall tower
needs a stable base or that two small blocks can take the same space as one larger
block. These experiences help children build early mathematical thinking through
