Literature review messy play 4 other themes discussed

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LITERATURE REVIEW: MESSY PLAY4Other themes discussed across the literature were the benefits of messy play, the importance of adult’s attitudes towards and roles in play, how to document the benefits of play, and how to use play as an assessment tool. The key terms discussed within the literature are play,messy play/sensory play, early childhood, child development, and assessment. The propose of the research is to support and guide further research in messy play. There are some gaps on research focusing strictly on messy play as a tool for assessing children’s developments. Research is also lacking in the areas of using play as a tool for assessment, rather most research if focused on assessing the play being done by students. Additional discussion of these topics will be conducted in the conclusion of the literature review. Discussion of Key TermsThe key terms found within the literature were play, messy play/sensory play, early childhood, child development, and assessment. Each term was defined multiple times and in different ways. Defining play seemed to be the most challenging by each author. Play can be strictly defined or loosely defined. Other terms such as early childhood and child development were defined using theorist. The first term discussed is play. Play had a multitude of definitions throughout the literature. Ranz-Smith (2007) conducted a study where he asked several teachers to define play. Each teacher had different definition, however one common theme was child-initiated activity. Piaget defined play as the assimilation of the child ability to make environmental stimuli match their own concepts (Hedegaard, 2016, Kelly-Vance & Ryalls, 2015). Kelly -Vance & Ryall (2015) defines play, “Play is what young children do.” (p399). Young children play for enjoyment and development. Hedegaared used Vygotsky’s theory of play for his definition, “children’s imagination develops as a transformation of the relations between objects and
LITERATURE REVIEW: MESSY PLAY5meaning and between action and meanings.” (p60). Mindess defines play as a way for children to construct meaning for themselves (2001). “Children take things they see in real life; or things thy imagine they experience- like something they read in a book or saw on television- and make meaning of it.” (Mindess, 2001). Play is one of the hardest terms to define because its allows formany interpretations. However; all the research agrees that play is an activity that engages children by their own interest. Messy play is best defined by Duffy. She defines messy play as, “play that emphasizes the active exploration of materials and their properties.” (p1). She also states that messy play involves children using all their senses, allowing children the opportunity to manipulate materials, and allows for children to not have to focus on the result (Duffy, 2007). Messy play, is play that allows for children to be in close contact with different substances, such as sand, water, paint, playdough, clay, etc., and to experiment with those substances (Gascoyne, 2017). Miller

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