, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
QUESTION 1
1. Play is often regarded as a key component of the learning process.
1.1. Give your interpretation of play and provide relevant examples.
Play can be understood as a natural and meaningful activity through which young children explore,
construct knowledge, and make sense of their world. It is not simply recreational but a central mode
of learning that supports physical, social, emotional, and cognitive development (HED4808,
2022:35). According to Piaget’s theory, play allows children to assimilate and accommodate new
information within their existing schemas, thereby fostering intellectual growth. Similarly, Vygotsky
highlights play as a social activity that promotes language development and problem-solving through
interaction in the Zone of Proximal Development (HED4808, 2022:40).
Examples of play in learning include:
Role play: Children pretend to be shopkeepers and customers, practicing numeracy and
communication skills.
Construction play: Building with blocks to develop spatial awareness, creativity, and
problem-solving.
Outdoor play: Games like “Simon Says” that enhance listening skills, gross motor development,
and following instructions.
Creative play: Drawing or using playdough to express emotions and develop fine motor skills.
Thus, play acts as a bridge between a child’s natural curiosity and structured learning outcomes.
1.2. Develop an activity for Grade R to 3 (select one grade) that demonstrates how play can be
incorporated into formal learning to support specific learning objectives.
Activity Title: “Maths Shop Game”
Learning Objective:
To develop basic numeracy skills (counting, addition, subtraction) and enhance communication in a
playful, real-life context.
Description of Activity:
The teacher sets up a mock shop with toy items (fruit, stationery, blocks) labeled with simple
prices (1–10 rand).
Learners are given play money and take turns being the “shopkeeper” and “customer.”
Customers select items, count out the money, and calculate change with the help of the
shopkeeper.
The teacher scaffolds where needed, guiding learners in counting and simple problem-solving.
Educational Value:
This play-based activity supports mathematical reasoning, promotes language development, and
fosters social skills like cooperation and turn-taking (HED4808, 2022:47). It also integrates real-life
contexts, making learning meaningful and enjoyable.
QUESTION 1
1. Play is often regarded as a key component of the learning process.
1.1. Give your interpretation of play and provide relevant examples.
Play can be understood as a natural and meaningful activity through which young children explore,
construct knowledge, and make sense of their world. It is not simply recreational but a central mode
of learning that supports physical, social, emotional, and cognitive development (HED4808,
2022:35). According to Piaget’s theory, play allows children to assimilate and accommodate new
information within their existing schemas, thereby fostering intellectual growth. Similarly, Vygotsky
highlights play as a social activity that promotes language development and problem-solving through
interaction in the Zone of Proximal Development (HED4808, 2022:40).
Examples of play in learning include:
Role play: Children pretend to be shopkeepers and customers, practicing numeracy and
communication skills.
Construction play: Building with blocks to develop spatial awareness, creativity, and
problem-solving.
Outdoor play: Games like “Simon Says” that enhance listening skills, gross motor development,
and following instructions.
Creative play: Drawing or using playdough to express emotions and develop fine motor skills.
Thus, play acts as a bridge between a child’s natural curiosity and structured learning outcomes.
1.2. Develop an activity for Grade R to 3 (select one grade) that demonstrates how play can be
incorporated into formal learning to support specific learning objectives.
Activity Title: “Maths Shop Game”
Learning Objective:
To develop basic numeracy skills (counting, addition, subtraction) and enhance communication in a
playful, real-life context.
Description of Activity:
The teacher sets up a mock shop with toy items (fruit, stationery, blocks) labeled with simple
prices (1–10 rand).
Learners are given play money and take turns being the “shopkeeper” and “customer.”
Customers select items, count out the money, and calculate change with the help of the
shopkeeper.
The teacher scaffolds where needed, guiding learners in counting and simple problem-solving.
Educational Value:
This play-based activity supports mathematical reasoning, promotes language development, and
fosters social skills like cooperation and turn-taking (HED4808, 2022:47). It also integrates real-life
contexts, making learning meaningful and enjoyable.
