Compare a Personal Experience of Play with Lev Vygotsky's Social Development Theory

RESEARCH PAPER

The purpose of this research paper is to explore play and to compare a personal experience of play with Lev Vygotsky's Social Development Theory. His theory states that social interaction precedes learning, plays the fundamental role of cognitive development, and that individual learning, social communication, culture and language are related; where if any one of them is achieved, the rest can be easily attained as well. Vygotsky's Social Development Theory and ideas of play are harmonious with playing; where interaction is the most heightened key element which is successfully discovered through play. In addition, motivation in dramatic play creates social interaction. My practical experience of play has the intensified element of effective interaction achieved between me, my peers and the facilitator.

My first practical experience involved the Conflict Circle. In this activity-cum-game, its purpose would be nullified without the important element of social interaction. Play is not defined only on the basis of pleasure. In the Conflict Circle, a group of students ranging from 20- 30 of them are told to sit in a wide circle, where each of them chronologically labels themselves beginning from the number 1. The facilitator then calls out 2 different numbers; eg, 3 and 14 to come to the centre of the circle. The two of them would then have to begin an impromptu conflict where there is an unsolved problem between thRESEARCH PAPER

The purpose of this research paper is to explore play and to compare a personal experience of play with Lev Vygotsky's Social Development Theory. His theory states that social interaction precedes learning, plays the fundamental role of cognitive development, and that individual learning, social communication, culture and language are related; where if any one of them is achieved, the rest can be easily attained as well. Vygotsky's Social Development Theory and ideas of play are harmonious with playing; where interaction is the most heightened key element which is successfully discovered through play. In addition, motivation in dramatic play creates social interaction. My practical experience of play has the intensified element of effective interaction achieved between me, my peers and the facilitator.

My first practical experience involved the Conflict Circle. In this activity-cum-game, its purpose would be nullified without the important element of social interaction. Play is not defined only on the basis of pleasure. In the Conflict Circle, a group of students ranging from 20- 30 of them are told to sit in a wide circle, where each of them chronologically labels themselves beginning from the number 1. The facilitator then calls out 2 different numbers; eg, 3 and 14 to come to the centre of the circle. The two of them would then have to begin an impromptu conflict where there is an unsolved problem between them.

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