SOCIAL MEDIA

Di artikel sebelumnya tentang Bermain di Luar Rumah, kita telah membahas tentang keunggulan permainan tidak terstruktur. Apakah hal tersebut menunjukkan bahwa permainan tidak terstruktur lebih baik dibanding dengan permainan terstruktur?

Meskipun beberapa penelitian menunjukkan bahwa permainan tidak terstruktur memiliki kelebihan, tetapi permainan terstruktur ternyata juga memiliki peran penting pada perkembangan anak. Apa perbedaan di antara keduanya dan dampak apa yang mereka miliki?

Permainan Terstruktur

Dalam permainan terstruktur, orang dewasa menentukan tujuan, aturan, instruksi, tempat, dan waktu permainan dilakukan. Contoh dari permainan terstruktur adalah sepakbola, senam, olahraga renang, Lego bertema, permainan kartu, dll. Salah satu bentuk permainan terstruktur (meski tidak sepenuhnya diatur oleh orang dewasa) adalah permainan terbimbing. Permainan terbimbing dapat dilakukan dengan mengatur lingkungan atau obyek yang dapat mendorong anak mendapatkan pengalaman baru. Orang dewasa dapat berperan sebagai teman bermain, menggali pendapat anak, memberikan arahan, dan mendorong eksplorasi lebih lanjut (White, 2012).

Bermain Bakiak (Foto dari Segara)

Permainan terstruktur biasanya disusun untuk menguatkan beberapa keterampilan seperti berpikir logis, keseimbangan, dan keterampilan fisik. Prowse (2015) menjelaskan bahwa keterampilan fisik yang ingin dicapai disebut dengan ABCs.



Tidak hanya keterampilan fisik yang dibantu untuk dikuasai, tetapi juga keterampilan dalam ranah kognitif dan sosial seperti pemecahan masalah, kerjatim, dan mendengar aktif. Anak yang berhasil menguasai keterampilan-keterampilan tersebut maka dapat meningkat rasa percaya diri dan kompetennya. Bahkan, jika anak memiliki bakat atau terus menerus mengasah keterampilannya maka mereka dapat menjadi mahir atau ahli. Tetapi selalu ada resiko anak merasa ia gagal jika tidak mampu membuat sesuatu atau menjalankan aktivitas dengan baik. Rasa kegagalan tersebut dapat mempengaruhi perasaan berharga dan kemampuannya (Playground Center, 2015).

Permainan terstruktur juga memiliki kontribusi dalam kegiatan belajar. Anak dapat belajar suatu subjek dengan cara menyenangkan dan menarik bagi mereka sehingga mereka aktif dalam pembelajaran itu. Terapi untuk anak juga sebagian besar melibatkan permainan sebagai medianya, sebagian diantaranya menggunakan bermain terstruktur.

Permainan Tidak Terstruktur

Karena telah dijelaskan di artikel sebelumnya, maka akan kita bahas secara singkat tentang permainan tidak terstruktur.



Tidak ada perencanaan, aturan, dan instruksi yang dilakukan orang dewasa dala permainan tidak terstruktur. Kemauan dan inisiatif anak lah yang memegang peranan utama. Permainan tidak terstruktur juga merangsang kreativitas dan improvisasi anak. Mereka bisa memilih bermain dengan material tertentu atau tidak menggunakan apapun. Mereka dapat berlari bebas, meloncat, bercanda, atau berjingkat (Playground Center, 2015).

Bermain Bebas (Foto dari sini)

Dalam permainan tidak tersruktur, anak tampak hanya bermain tidak belajar apapun. Tetapi sesungguhnya mereka sedang mengembangkan imajinasi dan berpikir kreatif.  Anak belajar sesuatu dari goresan-goresan yang mereka buat dan tidak ada batas saat belajar dalam permainan  tidak terstruktur. Anak “diijinkan” untuk mengambil kendali dan berbuat kesalahan sehingga tidak ada tekanan bagi mereka. Interaksi dengan teman-temannya saat bermain juga membantu anak untuk berkomunikasi, mengekspresikan diri, memecahkan masalah, dan berempati.

Rasa Senang Dalam Bermain Adalah yang Utama

Kedua bentuk permainan, baik terstruktur maupun tidak terstruktur, memiliki pengaruh penting bagi perkembangan anak. Mereka bisa mendapatkan keuntungan dari kedua jenis permainan ini. Orang tua dapat mencoba menemukan keseimbangan diantara keduanya. Berikut hal-hal yang bisa dicoba oleh orang tua (Prowse, 2015):
  • Berikan kesempatan anak untuk melakukan permainan secara bebas setiap hari.
  • Jika anak terlalu lama menghabiskan waktu di dalam rumah, semangati anak untuk bermain di luar ruangan.
  • Berikan anak kebebasan untuk memilih apa yang  mereka ingin mainkan. Mereka bisa memilih bermain secara bebas atau mereka justru memilih permainan terstruktur seperti sepakbola.
  • Coba pahami karakter, kelebihan, kekurangan, dan minat anak. Orang tua dapat mendaftar sejumlah permainan terstruktur yang dapat mengembangkan diri anak. Tanyakan pendapat mereka dan apakah mereka tertarik untuk melakukan salah satu atau sejumlah kegiatan tersebut.
  • Ketika anak melakukan permainan terstruktur, pastikan bahwa orang dewasa dan lingkungan sekitarnya tidak memberikan tekanan pada anak, terutama untuk anak yang lebih kecil. Bangunlah komunikasi yang hangat dan suportif, termasuk diantara anak dan teman-temannya. Bahwa kesenangan, proses, dan kerja tim lebih penting daripada hasil yang dicapai.
  • Selalu pertimbangkan kesenangan dalam kegiatan bermain, baik terstruktur maupun tidak terstruktur. Jika anak merasa tidak senang saat bermain, maka ia enggan untuk aktif terlibat dalam kegiatan. Apapun tujuan yang ingin dicapai, akan sulit jika anak tidak tertarik untuk mengikutinya. Selalu perhatikan apakah anak merasa senang dengan interaksi dna lingkungan tempatnya bermain. Bukanlah permainan jika tidak ada rasa senang di dalamnya.


Novita

Sumber
Playground Center. (2015). Unstructured vs Structured Play. Diakses dari https://www.playgroundcentre.com/unstructured-vs-structured-play/.
Prowse, S. (2015). Make Time For Play: How To Balance Structured And Unstructured Play. Diakses dari http://www.cbc.ca/parents/play/view/free-play-in-a-structured-world-how-to-balance-structured-and-unstructured.
White, R. E. (2012). The Power of Play:A Research Summary on Play and Learning. St. Paul: Minnesota Children’s Museum


Permainan Terstruktur vs Permainan Tidak Terstruktur

15/01/18

Di artikel sebelumnya tentang Bermain di Luar Rumah, kita telah membahas tentang keunggulan permainan tidak terstruktur. Apakah hal tersebut menunjukkan bahwa permainan tidak terstruktur lebih baik dibanding dengan permainan terstruktur?

Meskipun beberapa penelitian menunjukkan bahwa permainan tidak terstruktur memiliki kelebihan, tetapi permainan terstruktur ternyata juga memiliki peran penting pada perkembangan anak. Apa perbedaan di antara keduanya dan dampak apa yang mereka miliki?

Permainan Terstruktur

Dalam permainan terstruktur, orang dewasa menentukan tujuan, aturan, instruksi, tempat, dan waktu permainan dilakukan. Contoh dari permainan terstruktur adalah sepakbola, senam, olahraga renang, Lego bertema, permainan kartu, dll. Salah satu bentuk permainan terstruktur (meski tidak sepenuhnya diatur oleh orang dewasa) adalah permainan terbimbing. Permainan terbimbing dapat dilakukan dengan mengatur lingkungan atau obyek yang dapat mendorong anak mendapatkan pengalaman baru. Orang dewasa dapat berperan sebagai teman bermain, menggali pendapat anak, memberikan arahan, dan mendorong eksplorasi lebih lanjut (White, 2012).

Bermain Bakiak (Foto dari Segara)

Permainan terstruktur biasanya disusun untuk menguatkan beberapa keterampilan seperti berpikir logis, keseimbangan, dan keterampilan fisik. Prowse (2015) menjelaskan bahwa keterampilan fisik yang ingin dicapai disebut dengan ABCs.



Tidak hanya keterampilan fisik yang dibantu untuk dikuasai, tetapi juga keterampilan dalam ranah kognitif dan sosial seperti pemecahan masalah, kerjatim, dan mendengar aktif. Anak yang berhasil menguasai keterampilan-keterampilan tersebut maka dapat meningkat rasa percaya diri dan kompetennya. Bahkan, jika anak memiliki bakat atau terus menerus mengasah keterampilannya maka mereka dapat menjadi mahir atau ahli. Tetapi selalu ada resiko anak merasa ia gagal jika tidak mampu membuat sesuatu atau menjalankan aktivitas dengan baik. Rasa kegagalan tersebut dapat mempengaruhi perasaan berharga dan kemampuannya (Playground Center, 2015).

Permainan terstruktur juga memiliki kontribusi dalam kegiatan belajar. Anak dapat belajar suatu subjek dengan cara menyenangkan dan menarik bagi mereka sehingga mereka aktif dalam pembelajaran itu. Terapi untuk anak juga sebagian besar melibatkan permainan sebagai medianya, sebagian diantaranya menggunakan bermain terstruktur.

Permainan Tidak Terstruktur

Karena telah dijelaskan di artikel sebelumnya, maka akan kita bahas secara singkat tentang permainan tidak terstruktur.



Tidak ada perencanaan, aturan, dan instruksi yang dilakukan orang dewasa dala permainan tidak terstruktur. Kemauan dan inisiatif anak lah yang memegang peranan utama. Permainan tidak terstruktur juga merangsang kreativitas dan improvisasi anak. Mereka bisa memilih bermain dengan material tertentu atau tidak menggunakan apapun. Mereka dapat berlari bebas, meloncat, bercanda, atau berjingkat (Playground Center, 2015).

Bermain Bebas (Foto dari sini)

Dalam permainan tidak tersruktur, anak tampak hanya bermain tidak belajar apapun. Tetapi sesungguhnya mereka sedang mengembangkan imajinasi dan berpikir kreatif.  Anak belajar sesuatu dari goresan-goresan yang mereka buat dan tidak ada batas saat belajar dalam permainan  tidak terstruktur. Anak “diijinkan” untuk mengambil kendali dan berbuat kesalahan sehingga tidak ada tekanan bagi mereka. Interaksi dengan teman-temannya saat bermain juga membantu anak untuk berkomunikasi, mengekspresikan diri, memecahkan masalah, dan berempati.

Rasa Senang Dalam Bermain Adalah yang Utama

Kedua bentuk permainan, baik terstruktur maupun tidak terstruktur, memiliki pengaruh penting bagi perkembangan anak. Mereka bisa mendapatkan keuntungan dari kedua jenis permainan ini. Orang tua dapat mencoba menemukan keseimbangan diantara keduanya. Berikut hal-hal yang bisa dicoba oleh orang tua (Prowse, 2015):
  • Berikan kesempatan anak untuk melakukan permainan secara bebas setiap hari.
  • Jika anak terlalu lama menghabiskan waktu di dalam rumah, semangati anak untuk bermain di luar ruangan.
  • Berikan anak kebebasan untuk memilih apa yang  mereka ingin mainkan. Mereka bisa memilih bermain secara bebas atau mereka justru memilih permainan terstruktur seperti sepakbola.
  • Coba pahami karakter, kelebihan, kekurangan, dan minat anak. Orang tua dapat mendaftar sejumlah permainan terstruktur yang dapat mengembangkan diri anak. Tanyakan pendapat mereka dan apakah mereka tertarik untuk melakukan salah satu atau sejumlah kegiatan tersebut.
  • Ketika anak melakukan permainan terstruktur, pastikan bahwa orang dewasa dan lingkungan sekitarnya tidak memberikan tekanan pada anak, terutama untuk anak yang lebih kecil. Bangunlah komunikasi yang hangat dan suportif, termasuk diantara anak dan teman-temannya. Bahwa kesenangan, proses, dan kerja tim lebih penting daripada hasil yang dicapai.
  • Selalu pertimbangkan kesenangan dalam kegiatan bermain, baik terstruktur maupun tidak terstruktur. Jika anak merasa tidak senang saat bermain, maka ia enggan untuk aktif terlibat dalam kegiatan. Apapun tujuan yang ingin dicapai, akan sulit jika anak tidak tertarik untuk mengikutinya. Selalu perhatikan apakah anak merasa senang dengan interaksi dna lingkungan tempatnya bermain. Bukanlah permainan jika tidak ada rasa senang di dalamnya.


Novita

Sumber
Playground Center. (2015). Unstructured vs Structured Play. Diakses dari https://www.playgroundcentre.com/unstructured-vs-structured-play/.
Prowse, S. (2015). Make Time For Play: How To Balance Structured And Unstructured Play. Diakses dari http://www.cbc.ca/parents/play/view/free-play-in-a-structured-world-how-to-balance-structured-and-unstructured.
White, R. E. (2012). The Power of Play:A Research Summary on Play and Learning. St. Paul: Minnesota Children’s Museum


In our previous article about Outdoor Play, we talked about the benefits of unstructured play. Maybe it raised some questions among the readers. Such as: does it mean that unstructured play better than structured play?

Eventhough there are researches showed that unstructured play has many benefits, structured play has it own significance role for children development. What are the differences and what impact do they give?

Structured Play

In structured play, adults set up goals, rules, instruction, place, and time the play are conducted. We can find structured play in the form of soccer, gymastic, swimming sport, Lego theme set, card games, etc. In the structured continuum, there is also guided play. Guided play can be done by setting up environment and objects that prompt children to experience new things. Adults can have role as co-player, inquiring children activities, giving advices, and encouraging further exploration (White, 2012).

Bakiak Game (photo from Segara)

Structured play usually created to foster certain skill such as logic, coordination, and body movement.  Prowse (2015) explained that these body movement skills called ABCs.





Not only body movement skills that encouraged in structured play, but also problem solving, resilience, working in team, and active listening. Children who succes to master the skills that had been planned, can feel confidence and competence. In some extend, children that have natural talent in the sport or field and/or practice it continously , can boost their skill to the crafty level. But children also can fall in failure feeling if they can not manage to build something or conduct the activities successfully. It can affect their feeling of worth and efficacy (Playground Center, 2015).

Structured play also give great contribution in learning. Children can learn subjects in fun way and they can totally active in it. Therapy for children mostly (if we can not say all of them), also involve play as the media. Some in form of structured play.

Unstructured Play

As we have explained it in the article before, we give brief overview about unstructured play.

There is no plan, rules, and instruction conducted by adults in unstructured play or often called as free play. It is totally children’s will that lead the play it self. It involve creative work and improvisation by the children. Children can choose any objects they want to play with or to build. They also can choose to play without equipment at all. They can just running, jumping, giggling, or hopping.



It seems that children learn nothing, but actually when they are enganging free play they are improving their imaginative and creative thinking. Children learn from scratch and there is no limit for them to explore. Free play allow children to gain control and make mistakes. The interaction with friends during play time also help children to communicate, express themselves, solve problem,  and emphatize.

Free Play (photo from Matthew Brownig)

Joy Is The Key
We come to realize that both form of play essentially influence children development. Children can gain benefits from both. Parents can attempt to find balance. Here is what parents can try to (Prowse, 2015):

  • Give children time to engage in free play everyday.
  • If they spend most their time indoor, then we can encourage them to play in outdoor.
  • Give them space and authority to choose what they want to play. It could be free play they want to do or they choose strcutured play such as soccer, card, or badminton they end up choose.
  • Try to understand the children character, strength, weakness, and interest. Parents can list various structured play that can improve them. Ask their opinion about this and whether they interested to engange one or several activities or not.
  • When children engage in structured play, make sure that parents and other adults in the environment do not put any pressure in them. Especially in younger children. Make a supportive communication, including with their friends. That the happiness, process, and team work (if there is any) are more important than the result itself.
  • Always consider the joy that children seek in play activities, whether structured or unstructured play. If there is no enjoyment in it, then they can not actively engage in the activity. Whatever the goal planned, will difficut to achieve if the children do not interested. Always make pleasurable interaction and environment for them. If there is no fun then it is not play.

Novita

References

Playground Center. (2015). Unstructured vs Structured Play. Accessed through https://www.playgroundcentre.com/unstructured-vs-structured-play/.

Prowse, S. (2015). Make Time For Play: How To Balance Structured And Unstructured Play. Accessed through http://www.cbc.ca/parents/play/view/free-play-in-a-structured-world-how-to-balance-structured-and-unstructured.


White, R. E. (2012). The Power of Play:A Research Summary on Play and Learning. St. Paul: Minnesota Children’s Museum

Finding Balance Between Structured and Unstructured Play

In our previous article about Outdoor Play, we talked about the benefits of unstructured play. Maybe it raised some questions among the readers. Such as: does it mean that unstructured play better than structured play?

Eventhough there are researches showed that unstructured play has many benefits, structured play has it own significance role for children development. What are the differences and what impact do they give?

Structured Play

In structured play, adults set up goals, rules, instruction, place, and time the play are conducted. We can find structured play in the form of soccer, gymastic, swimming sport, Lego theme set, card games, etc. In the structured continuum, there is also guided play. Guided play can be done by setting up environment and objects that prompt children to experience new things. Adults can have role as co-player, inquiring children activities, giving advices, and encouraging further exploration (White, 2012).

Bakiak Game (photo from Segara)

Structured play usually created to foster certain skill such as logic, coordination, and body movement.  Prowse (2015) explained that these body movement skills called ABCs.





Not only body movement skills that encouraged in structured play, but also problem solving, resilience, working in team, and active listening. Children who succes to master the skills that had been planned, can feel confidence and competence. In some extend, children that have natural talent in the sport or field and/or practice it continously , can boost their skill to the crafty level. But children also can fall in failure feeling if they can not manage to build something or conduct the activities successfully. It can affect their feeling of worth and efficacy (Playground Center, 2015).

Structured play also give great contribution in learning. Children can learn subjects in fun way and they can totally active in it. Therapy for children mostly (if we can not say all of them), also involve play as the media. Some in form of structured play.

Unstructured Play

As we have explained it in the article before, we give brief overview about unstructured play.

There is no plan, rules, and instruction conducted by adults in unstructured play or often called as free play. It is totally children’s will that lead the play it self. It involve creative work and improvisation by the children. Children can choose any objects they want to play with or to build. They also can choose to play without equipment at all. They can just running, jumping, giggling, or hopping.



It seems that children learn nothing, but actually when they are enganging free play they are improving their imaginative and creative thinking. Children learn from scratch and there is no limit for them to explore. Free play allow children to gain control and make mistakes. The interaction with friends during play time also help children to communicate, express themselves, solve problem,  and emphatize.

Free Play (photo from Matthew Brownig)

Joy Is The Key
We come to realize that both form of play essentially influence children development. Children can gain benefits from both. Parents can attempt to find balance. Here is what parents can try to (Prowse, 2015):

  • Give children time to engage in free play everyday.
  • If they spend most their time indoor, then we can encourage them to play in outdoor.
  • Give them space and authority to choose what they want to play. It could be free play they want to do or they choose strcutured play such as soccer, card, or badminton they end up choose.
  • Try to understand the children character, strength, weakness, and interest. Parents can list various structured play that can improve them. Ask their opinion about this and whether they interested to engange one or several activities or not.
  • When children engage in structured play, make sure that parents and other adults in the environment do not put any pressure in them. Especially in younger children. Make a supportive communication, including with their friends. That the happiness, process, and team work (if there is any) are more important than the result itself.
  • Always consider the joy that children seek in play activities, whether structured or unstructured play. If there is no enjoyment in it, then they can not actively engage in the activity. Whatever the goal planned, will difficut to achieve if the children do not interested. Always make pleasurable interaction and environment for them. If there is no fun then it is not play.

Novita

References

Playground Center. (2015). Unstructured vs Structured Play. Accessed through https://www.playgroundcentre.com/unstructured-vs-structured-play/.

Prowse, S. (2015). Make Time For Play: How To Balance Structured And Unstructured Play. Accessed through http://www.cbc.ca/parents/play/view/free-play-in-a-structured-world-how-to-balance-structured-and-unstructured.


White, R. E. (2012). The Power of Play:A Research Summary on Play and Learning. St. Paul: Minnesota Children’s Museum


Play motivates children to move and explore new experiences. Children engage in play activities because of the fun, jolly, and enjoyment. Play improve health and motor development. Researches showed that play can increase children physical activities.

picture from here

Outdoor play, in natural environment especially, can reduce obesity risk in children. Because children physical activities increase along with the outdoor play they engange. Canadian children aged 7-11 years old were interviewed, the result showed that physical activities play seen as better activity than those which do not involve physical movement.

Some adults arrange activities for children in structured play. Structured play is planned in spesific place and scheduled, also has specific regulation. The examples of structured play are card, puzzle, soccer, tennis, etc.

Outdoor plays can be a form of unstructured play, which is unplanned and spontaneous. It can happen anytime and anywhere, all the ideas of play come from the children themselves. Such as colouring, drawing in blank sheet, role playing with dolls, making miniature with their own ways, running around, etc. The time children take in unstructured play, is the time they build their own goals. According to American Academy of Pediatric, children usually prefer unstructured activities. National Association for Sport and Physical Education suggest preschool aged children to engage in unstructured play at least one hour (more would be better) per day.

A natural place to engage these unstructured play is great choice to improve health, development, and the play itself. Nature serves various choice of play that suitable for children age and competencies. In nature, children are free to choose and iniatiate their imagination. With so many natural material they can create their own enjoyment. Trees, bushes, water, stones, and sand, also sun, wind and wind can increase children involvement in their play activities. Nature can not be replaced with other materials.

picture from here

Unstructured outdoor plays are great opportunities for children to manage their own control. It allows children to learn about themselves, what they do like or not. Even when they can not perform or make something, they do not need to feel failed or pressured by certain rules.

The type of play that children enjoy depends on children's own preferences, competencies, and their developmental phase. Few children maybe choose to engage in imaginary play, other children group choose physical play. Family also contribute to how children play. Some family factors are rules and customs in the family.

Outdoor play is combination of body movement, light, and different kind of activities. The benefits are not limited as stated above. Outdoor play also affects chidren social development in positive way. Children can meet their friends and interact with them. Sometimes they laugh in merry, sometimes they face conflict. How they learn to solve these kinds of interaction, is a way to develop their social skill.  Other benefit from outdoor play is the opportunity to develop children gross motor skill such as climbing, hanging, kicking, and walking.

picture from here

What adults should always remember is to consider children’s happines, merry, choices, and freedom in a play activity. If these criterias were not met, then it is not a play anymore.

Laelatus Syifa Sari Agustina

References
Herrington, S., & Brussoni, M. (2015). Beyond Physical Activity: The Importance of Play and Natures-Based Play Spaces for Children's Health and Development. Economy and Environment (I Janssen, Section Editor) .

Remmers, T., Broeren, S. M., Renders, C. M., Hirasing, R. A., Grieken, A. V., & Raat, H. (n.d.). A Longitudinal Study of Children's Outside Play Using Family Environment and PerceivedPhysical Environment as Predictor. International Journal of Behavioral Nutrition and Physical Activity .

Rock, A. (2017). Unstructured Play. Accesed through https://www.verywell.com/unstructured-play-2764971


Outdoor Play

08/01/18



Play motivates children to move and explore new experiences. Children engage in play activities because of the fun, jolly, and enjoyment. Play improve health and motor development. Researches showed that play can increase children physical activities.

picture from here

Outdoor play, in natural environment especially, can reduce obesity risk in children. Because children physical activities increase along with the outdoor play they engange. Canadian children aged 7-11 years old were interviewed, the result showed that physical activities play seen as better activity than those which do not involve physical movement.

Some adults arrange activities for children in structured play. Structured play is planned in spesific place and scheduled, also has specific regulation. The examples of structured play are card, puzzle, soccer, tennis, etc.

Outdoor plays can be a form of unstructured play, which is unplanned and spontaneous. It can happen anytime and anywhere, all the ideas of play come from the children themselves. Such as colouring, drawing in blank sheet, role playing with dolls, making miniature with their own ways, running around, etc. The time children take in unstructured play, is the time they build their own goals. According to American Academy of Pediatric, children usually prefer unstructured activities. National Association for Sport and Physical Education suggest preschool aged children to engage in unstructured play at least one hour (more would be better) per day.

A natural place to engage these unstructured play is great choice to improve health, development, and the play itself. Nature serves various choice of play that suitable for children age and competencies. In nature, children are free to choose and iniatiate their imagination. With so many natural material they can create their own enjoyment. Trees, bushes, water, stones, and sand, also sun, wind and wind can increase children involvement in their play activities. Nature can not be replaced with other materials.

picture from here

Unstructured outdoor plays are great opportunities for children to manage their own control. It allows children to learn about themselves, what they do like or not. Even when they can not perform or make something, they do not need to feel failed or pressured by certain rules.

The type of play that children enjoy depends on children's own preferences, competencies, and their developmental phase. Few children maybe choose to engage in imaginary play, other children group choose physical play. Family also contribute to how children play. Some family factors are rules and customs in the family.

Outdoor play is combination of body movement, light, and different kind of activities. The benefits are not limited as stated above. Outdoor play also affects chidren social development in positive way. Children can meet their friends and interact with them. Sometimes they laugh in merry, sometimes they face conflict. How they learn to solve these kinds of interaction, is a way to develop their social skill.  Other benefit from outdoor play is the opportunity to develop children gross motor skill such as climbing, hanging, kicking, and walking.

picture from here

What adults should always remember is to consider children’s happines, merry, choices, and freedom in a play activity. If these criterias were not met, then it is not a play anymore.

Laelatus Syifa Sari Agustina

References
Herrington, S., & Brussoni, M. (2015). Beyond Physical Activity: The Importance of Play and Natures-Based Play Spaces for Children's Health and Development. Economy and Environment (I Janssen, Section Editor) .

Remmers, T., Broeren, S. M., Renders, C. M., Hirasing, R. A., Grieken, A. V., & Raat, H. (n.d.). A Longitudinal Study of Children's Outside Play Using Family Environment and PerceivedPhysical Environment as Predictor. International Journal of Behavioral Nutrition and Physical Activity .

Rock, A. (2017). Unstructured Play. Accesed through https://www.verywell.com/unstructured-play-2764971


Hasil gambar untuk bermain di luar rumah
bermain di alam bisa memancing anak untuk berinisiatif menciptakan kebahagiaan sendiri dari apa yang mereka temukan
sumber : google.com


Bermain bagi anak adalah motivasi diri, dan anak-anak terlibat dalam permainan untuk kenikmatan yang mereka inginkan. Bermain dapat meningkatkan berbagai aspek kesehatan dan perkembangan bagi anak. Penelitian membuktikan bahwa bermain diluar rumah, khususnya di alam,  dapat menurunkan resiko obesitas pada anak. aktivitas fisik anak meningkat seiring dengan pengalaman mereka mengikuti permainan di luar rumah. Permainan di luar rumah dapat meningkatkan aktivitas fisik anak. dalam wawancara yang dilakukan pada anak Kanada umur 7-11 tahun menunjukkan bahwa permaianan yang melibatkan aktivitas fisik dinilai lebih unggul daripada permainan yang tidak melibatkan gerak.

Orang dewasa biasanya mengatur permainan anak dalam bentuk permainan terstruktur. Permainan terstruktur adalah permainan di tempat yang spesifik dan terjadwal. Permainan terstruktur memiliki aturan yang spesifik. Misalnya permaianan kartu, puzzle, permainan papan, dan permainan olahraga lapngan seperti epakbola, tenis dan lain sebagainya. Sedangkan jenis permainan lain adalah permaianan tidak terstruktur yang bisa dimainkan kapan pun dan dimana pun. Permainan terstruktur terjadi secara spontan dan tidak direncanakan, dan langsung merupakan ide dari anak itu sendiri. Misalnya mewarnai, menggambar pada kertas kosong, memutuskan untuk memainkan boneka atau miniatur pesawatnya dengan cara anak-anak sendiri, berlari mengelilingi taman atau lapangan dan lain sebagainya. Ketika anak terlibat dalam kegiatan bermain tidak terstruktur, maka dia sedang dalam proses membangun tujuannya sendiri.

American Academy of Pediatrics menyadari bahwa anak lebih suka aktivitas yang tidak terstruktur dan menyenangkan. Ruang bermain yang alami adalah tempat bermain sangat cocok untuk memperkuat kesehatan, perkembangan dan bermain itu sendiri. Bermain di alam merupakan salah satu tempat bermain yang menyediakan berbagai macam bentuk permainan bagi anak sesuai dengan variasi umur dan kompetensi mereka. Di alam anak bebas memilih dan dapat memancing imajinasi mereka untuk menciptakan keasyikan mereka sendiri dari bahan-bahan yang tersedia di alam. Unsur alami seperti pohon, semak, air, batu dan pasir termasuk kondisi lingkungan pada umumnya seperti matahari, angin di tempat bermain dapat menawarkan kesempatan meningkatkan keterlibatan anak dalam bermain. Alam tidak bisa digantikan dengan bahan lainnya. Permainan tidak terstruktur merupakan permainan yang sangat berharga bagi anak, karena dalam permainan ini memberi anak kesempatan untuk bebas dan mengambil kontrol. Permainan tidak terstruktur mengijinkan mereka untuk belajar tentang diri mereka sendiri yaitu tentang apa yang mereka suka dan tidak suka, bahkan ketika menemukan kesulitan, mereka tidak perlu merasa gagal atau tertekan karena aturan tertentu. Permainan tidak terstruktur direkomendasikan oleh National Association for Sport and Physical Education agar bisa dimainkan anak pra sekolah setidaknya satu atau beberapa jam dalam sehari.

Tipe anak menikmati permainan sangat tergantung pada diri mereka sendiri, kompetensi serta fase perkembangan mereka saat itu. Beberapa anak mungkin memilih untuk bermain imajinatif dengan satu atau dua anak, atau mungkin memilih permainan aktivitas tubuh dengan kelompok anak yang lain, atau memilih dua jenis permainan tersebut dalam waktu yang berbeda. meskipun begitu, lingkungan keluarga mempengaruhi bagaimana anak bermain. Dalam hal ini adalah aturan yang ditegakkan orang tua dan kebiasaan dalam keluarga tersebut.

Hasil gambar untuk bermain di luar rumah
anak bermain di alam, menstimulasi kemampuan sosial dan motorik kasar mereka
sumber: google.com

Bermain di luar rumah bisa menjadi stimulan anak untuk bermain tidak terstruktur. Bermain di luar memberikan dampak positif bagi perkembangan sosial anak, anak dapat bertemu dengan anak-anak yang lain dan memberikan kesempatan anak untuk meningkatkan kemampuan motorik kasarnya seperti memanjat, bergelantungan, menendang, meniti, dan lain sebagainya. Permainan di luar rumah merupakan kombinasi dari gerak tubuh, cahaya, aktivitas sedang dan kuat. Ketika anak berbicara tentang bermain, sorotan utama yang penting adalah kegembiraan, kesenangan, pilihan dan kebebasan. Jika kriteria ini tidak ada maka sebuah kegiatan tidak lagi disebut sebagai permainan dan akan berpengaruh pada ketertarikan dan keterlibatan mereka.

Laelatus Syifa Sari Agustina



Sumber: 
Herrington, S., & Brussoni, M. (2015). Beyond Physical Activity: The Importance of Play and Natures-Based Play Spaces for Children's Health and Development. Economy and Environment (I Janssen, Section Editor) .

Remmers, T., Broeren, S. M., Renders, C. M., Hirasing, R. A., Grieken, A. V., & Raat, H. (n.d.). A Longitudinal Study of Children's Outside Play Using Family Environment and PerceivedPhysical Environment as Predictor. International Journal of Behavioral Nutrition and Physical Activity .

Rock, A. (2017). Unstructured Play. Diakses lewat https://www.verywell.com/unstructured-play-2764971

Bermain di Luar Rumah

06/01/18

Hasil gambar untuk bermain di luar rumah
bermain di alam bisa memancing anak untuk berinisiatif menciptakan kebahagiaan sendiri dari apa yang mereka temukan
sumber : google.com


Bermain bagi anak adalah motivasi diri, dan anak-anak terlibat dalam permainan untuk kenikmatan yang mereka inginkan. Bermain dapat meningkatkan berbagai aspek kesehatan dan perkembangan bagi anak. Penelitian membuktikan bahwa bermain diluar rumah, khususnya di alam,  dapat menurunkan resiko obesitas pada anak. aktivitas fisik anak meningkat seiring dengan pengalaman mereka mengikuti permainan di luar rumah. Permainan di luar rumah dapat meningkatkan aktivitas fisik anak. dalam wawancara yang dilakukan pada anak Kanada umur 7-11 tahun menunjukkan bahwa permaianan yang melibatkan aktivitas fisik dinilai lebih unggul daripada permainan yang tidak melibatkan gerak.

Orang dewasa biasanya mengatur permainan anak dalam bentuk permainan terstruktur. Permainan terstruktur adalah permainan di tempat yang spesifik dan terjadwal. Permainan terstruktur memiliki aturan yang spesifik. Misalnya permaianan kartu, puzzle, permainan papan, dan permainan olahraga lapngan seperti epakbola, tenis dan lain sebagainya. Sedangkan jenis permainan lain adalah permaianan tidak terstruktur yang bisa dimainkan kapan pun dan dimana pun. Permainan terstruktur terjadi secara spontan dan tidak direncanakan, dan langsung merupakan ide dari anak itu sendiri. Misalnya mewarnai, menggambar pada kertas kosong, memutuskan untuk memainkan boneka atau miniatur pesawatnya dengan cara anak-anak sendiri, berlari mengelilingi taman atau lapangan dan lain sebagainya. Ketika anak terlibat dalam kegiatan bermain tidak terstruktur, maka dia sedang dalam proses membangun tujuannya sendiri.

American Academy of Pediatrics menyadari bahwa anak lebih suka aktivitas yang tidak terstruktur dan menyenangkan. Ruang bermain yang alami adalah tempat bermain sangat cocok untuk memperkuat kesehatan, perkembangan dan bermain itu sendiri. Bermain di alam merupakan salah satu tempat bermain yang menyediakan berbagai macam bentuk permainan bagi anak sesuai dengan variasi umur dan kompetensi mereka. Di alam anak bebas memilih dan dapat memancing imajinasi mereka untuk menciptakan keasyikan mereka sendiri dari bahan-bahan yang tersedia di alam. Unsur alami seperti pohon, semak, air, batu dan pasir termasuk kondisi lingkungan pada umumnya seperti matahari, angin di tempat bermain dapat menawarkan kesempatan meningkatkan keterlibatan anak dalam bermain. Alam tidak bisa digantikan dengan bahan lainnya. Permainan tidak terstruktur merupakan permainan yang sangat berharga bagi anak, karena dalam permainan ini memberi anak kesempatan untuk bebas dan mengambil kontrol. Permainan tidak terstruktur mengijinkan mereka untuk belajar tentang diri mereka sendiri yaitu tentang apa yang mereka suka dan tidak suka, bahkan ketika menemukan kesulitan, mereka tidak perlu merasa gagal atau tertekan karena aturan tertentu. Permainan tidak terstruktur direkomendasikan oleh National Association for Sport and Physical Education agar bisa dimainkan anak pra sekolah setidaknya satu atau beberapa jam dalam sehari.

Tipe anak menikmati permainan sangat tergantung pada diri mereka sendiri, kompetensi serta fase perkembangan mereka saat itu. Beberapa anak mungkin memilih untuk bermain imajinatif dengan satu atau dua anak, atau mungkin memilih permainan aktivitas tubuh dengan kelompok anak yang lain, atau memilih dua jenis permainan tersebut dalam waktu yang berbeda. meskipun begitu, lingkungan keluarga mempengaruhi bagaimana anak bermain. Dalam hal ini adalah aturan yang ditegakkan orang tua dan kebiasaan dalam keluarga tersebut.

Hasil gambar untuk bermain di luar rumah
anak bermain di alam, menstimulasi kemampuan sosial dan motorik kasar mereka
sumber: google.com

Bermain di luar rumah bisa menjadi stimulan anak untuk bermain tidak terstruktur. Bermain di luar memberikan dampak positif bagi perkembangan sosial anak, anak dapat bertemu dengan anak-anak yang lain dan memberikan kesempatan anak untuk meningkatkan kemampuan motorik kasarnya seperti memanjat, bergelantungan, menendang, meniti, dan lain sebagainya. Permainan di luar rumah merupakan kombinasi dari gerak tubuh, cahaya, aktivitas sedang dan kuat. Ketika anak berbicara tentang bermain, sorotan utama yang penting adalah kegembiraan, kesenangan, pilihan dan kebebasan. Jika kriteria ini tidak ada maka sebuah kegiatan tidak lagi disebut sebagai permainan dan akan berpengaruh pada ketertarikan dan keterlibatan mereka.

Laelatus Syifa Sari Agustina



Sumber: 
Herrington, S., & Brussoni, M. (2015). Beyond Physical Activity: The Importance of Play and Natures-Based Play Spaces for Children's Health and Development. Economy and Environment (I Janssen, Section Editor) .

Remmers, T., Broeren, S. M., Renders, C. M., Hirasing, R. A., Grieken, A. V., & Raat, H. (n.d.). A Longitudinal Study of Children's Outside Play Using Family Environment and PerceivedPhysical Environment as Predictor. International Journal of Behavioral Nutrition and Physical Activity .

Rock, A. (2017). Unstructured Play. Diakses lewat https://www.verywell.com/unstructured-play-2764971
Internet revolution has started since 1980. The advance of this technology help people to gain information across the world. Information flows rapidly. In the other side, this advantage can be manipulated as tool to spread untrue news. Social media activities without digital literalion can be seen as one of the factors that contribute to spread hoax news. Tirto stated that 1.002 adult respondents shared various news eventough they still doubt the truth in some of them. Common Sense Media survey in 2017 showed that 31% from 853 respondents were also not sure about the truth behind news they shared. It illustrates that however adults seen as more understanding party, still many of them do not have second thought to check the truth before sharing a news.


(Picture from here)


Hoax defined as false information. Hoax news manipulate and plant doctrin, so the readers think and take actions according to this false informations. Most of the hoax news content are provocative and spread hate, doubt, insecure feelin.g, and worry. Hoax can be materialized as naration or meme that lead readers to have negative opinion toward other group in society.

This condition raised worrisome among parents. Moreover, children are fast learner. How hoax affect children development?

Making internet free world is impossible, because children now live in connection and information era. Parents should embrace this technology, so parents can have understanding and make themselves as co-learner together with their children. The task of the parents is to build immunity from these hoax news.

Children who drawn to hoax news will have false understanding, belief, or knowledges. It will do more harm if these children believe only in what they read and have extrim belief as results of hoax “brain washing”. Parents should try to develop children “scientific” thinking that they have curiosity to question the facts behind informations. Intelligence does not always a sole factor that determine an individu can recognized a true or hoax information. But it is more important to have critical thinking to face this phenomenon.

How can parents do that?
  • “Be there” parents for social media and internet matters. Parents can guide children if they give attention to what activities children engage in social media. Parents do not have to monitor children in an inch close, but through build warm communication. Children will feel safe to tell their experiences to parents without feel that they were spied. Doing activities related to social media or internet also can give opportunity to guide and share some values with children.
  • Discussion. Do not panic if children found and ask about news that contain hoax in it. It can serve as discussion time. Try to investigate together with children and ask what their opinion. Teach children some skills that needed to reveal the truth that lie in what they read such as find confirmation from experts, web or other medias we can find the expert, various source that we can rely on, and check the facts with parents or other adults.
  • Build positive values. If we easily believe in hate spread that hoax news bring, the we succesfully played. Teach children about love, altruism, trust, and avoid stereotyping and jump to conlusion thinking. Teach children to have open mind.


Laelatus Syifa Sari Agustina

Helping Children to Face Hoax News

03/01/18

Internet revolution has started since 1980. The advance of this technology help people to gain information across the world. Information flows rapidly. In the other side, this advantage can be manipulated as tool to spread untrue news. Social media activities without digital literalion can be seen as one of the factors that contribute to spread hoax news. Tirto stated that 1.002 adult respondents shared various news eventough they still doubt the truth in some of them. Common Sense Media survey in 2017 showed that 31% from 853 respondents were also not sure about the truth behind news they shared. It illustrates that however adults seen as more understanding party, still many of them do not have second thought to check the truth before sharing a news.


(Picture from here)


Hoax defined as false information. Hoax news manipulate and plant doctrin, so the readers think and take actions according to this false informations. Most of the hoax news content are provocative and spread hate, doubt, insecure feelin.g, and worry. Hoax can be materialized as naration or meme that lead readers to have negative opinion toward other group in society.

This condition raised worrisome among parents. Moreover, children are fast learner. How hoax affect children development?

Making internet free world is impossible, because children now live in connection and information era. Parents should embrace this technology, so parents can have understanding and make themselves as co-learner together with their children. The task of the parents is to build immunity from these hoax news.

Children who drawn to hoax news will have false understanding, belief, or knowledges. It will do more harm if these children believe only in what they read and have extrim belief as results of hoax “brain washing”. Parents should try to develop children “scientific” thinking that they have curiosity to question the facts behind informations. Intelligence does not always a sole factor that determine an individu can recognized a true or hoax information. But it is more important to have critical thinking to face this phenomenon.

How can parents do that?
  • “Be there” parents for social media and internet matters. Parents can guide children if they give attention to what activities children engage in social media. Parents do not have to monitor children in an inch close, but through build warm communication. Children will feel safe to tell their experiences to parents without feel that they were spied. Doing activities related to social media or internet also can give opportunity to guide and share some values with children.
  • Discussion. Do not panic if children found and ask about news that contain hoax in it. It can serve as discussion time. Try to investigate together with children and ask what their opinion. Teach children some skills that needed to reveal the truth that lie in what they read such as find confirmation from experts, web or other medias we can find the expert, various source that we can rely on, and check the facts with parents or other adults.
  • Build positive values. If we easily believe in hate spread that hoax news bring, the we succesfully played. Teach children about love, altruism, trust, and avoid stereotyping and jump to conlusion thinking. Teach children to have open mind.


Laelatus Syifa Sari Agustina

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