Symbolic expressions: Communication and learning through play

Games and symbolic activities are key to skill development.

Children aged 7 to 9 express themselves through play and symbolic activities. It is their way of communicating and learning about the world. Creating opportunities for role-playing or engaging in dramatic play, where children can try out different characters, helps them better understand emotions and situations. These activities develop their empathy and storytelling ability, which is crucial for their personal growth. Encourage them in these games and watch how they learn and develop their skills in a fun and exciting way.

Interested in this topic? Read more: Courage to Learn: Basic Collaboration and Communication for Children Aged 7 – 9 Years Want to find out where you stand personally? Take a short test at the end of the page and gain a better understanding.

Description:
The blog focuses on the importance of collaboration and communication in children aged 7 – 9 years and on fostering their courage to learn. It includes recommendations for activities, games, and methods that help children develop these skills.

Language tone:
The text is written in a positive and encouraging manner, aiming to motivate parents and teachers to support children in developing their abilities. It uses accessible language and specific examples.

Target audience:
The target audience includes parents, teachers, and professionals working with children aged 7 – 9 years who are looking for ways to support their personal and professional growth.

Imagine that two children are arguing over the same crayon. How would you react as an observer?

Select an answer:

I observe them for a moment and let them try to solve it themselves. I will suggest to them that they can alternate the crayon. I will offer them another option that they haven't seen yet. I will immediately intervene and assign tasks. I refuse to get involved; the children should manage on their own.

If a child doesn't understand the task and appears confused, your first thought is:

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I will try to say it differently, more simply. Maybe they need more time – I will wait. It is a challenge for me – how to explain it creatively? Some children simply do not understand quickly. I wonder if I explained it well.

The child interrupts you while you're speaking, what do you tell yourself in your mind?

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Being curious - that's a good sign. I have to show him the limits; otherwise, it will get worse. I will remind myself that I did it too. I regret it, but I don't want to show disappointment. It means that he is bored – I have to be more interesting.

In a group of children, one remains aside and does not play. How do you perceive it?

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Maybe he/she is not feeling well – I will try to ask. Not every child has to be at the center of attention. I will call him gently so that he feels welcomed. Maybe it is satisfied by itself. First, I observe what it does before I do anything.

How would you respond if a child said to you, "This is stupid, I don’t want to do it!"

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I will think about what led him to that. I will ask him what would make more sense to him. I will set a boundary, but I will explain the reason for the task. I will take it as a challenge to change my approach. I insist that the task must be completed.

Imagine that you made a mistake in front of others as a child. What would you say to that child today as an adult?

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Failing does not mean you are a failure. Mistakes are a ticket to growth – you are on the right path. It was part of learning - we all make mistakes. It may have hurt, but now you know it differently. I wouldn't say anything – I would just hug him/her.

If a child keeps talking and doesn't give you space, how do you react?

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I will stop him gently and we will agree on the rules. Curiosity is important – I will endure. I will wait for the right moment until he/she gets tired. I will note down what interests him so much. With humor, I will show him that I also want a word.

If a group of children starts laughing at someone who has messed something up, what would you say?

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Each of us makes mistakes sometimes – and that's okay. I will ask how they would feel in his place. I will change the topic and draw their attention to something interesting. I will tell a story in which I made a mistake. I will interrupt them and clearly say that it is not acceptable.

If you could instill one skill in children that you consider essential for their growth, it would be:

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Curiosity without the fear of making mistakes. Empathy and perception of others. Self-expression and the courage to speak. Creativity in problem-solving. Respect for oneself and others.

Imagine that a child is afraid to say something in front of the class. What would you do?

Select an answer:

I suggest that he tells it to me first. I'll ask what he is afraid of and how I can help him. I will say that I was scared once too, but it helped me to try. I will give him the opportunity to express himself in another way – through imagery, movement. I do not judge – I create a safe space and wait.

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Symbolic expressions: Communication and learning through play

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