Active vs Passive Play and Engagment for Children with Disabilities

Every child needs to actively participate in games and social activities in order to acquire skills and communication. Many stunned children only appear in these early childhood events. Actual existence is not enough to ensure positive participation and learning, and may affect negatively the relationship between the child and the caregiver.

In this presentation, we will explore and define positive participation and passive participation, especially in games and communication.

Through video case studies, I will learn about technology and easy coordination to promote child engagement and active participation.

These strategies can be shared with practitioners, families, and educators to increase the opportunity for children to participate in the game, thereby helping to build stronger relationships and child development.

Today we will explore the difference between active and passive games. Active games are not passive roles, but entertain, entertain, or enjoy activities through participation. Passive games are activities entertained, entertained, or entertained through passive observation. The difference between active and passive games is not clear. If children do not "play" by acting in the real world, but "play" games with mobile apps, why is that so important? In fact, there are major differences. Pre-installed phones or computer games only require children to do iterative actions to play games. Provide the story of the drama and do not actively use the imagination of the child. By "playing" the real world, especially the children playing with other children in the social environment, you need to invent and impose the story of the game.

The game is a voluntary activity for children to entertain themselves and self-profession. This is also a way for children to optimize their brain's development. From this point of view, the nostalgic observation that children "do not play anymore" should be taken seriously, because the happiness of children is beyond the problem of childhood obesity. According to the 2007 report by the American Academy of Pediatrics, this theater not only promotes the development of behavior but also promotes the development of the brain. In the early childhood intervention program at North Carolina University, children receiving rich child-rearing and early childhood programs were significantly higher in IQ at age 5 (105 vs. 85) than children who did not participate.

The United Nations Convention on the Rights of the Child (1989) stipulates the right for children to rest and relax and engage in games and recreational activities. The game is a core activity in childhood. It provides activities and fun for children. We will explore nature and social environment through children's games. During the game, children can investigate the environment, make meaningful discoveries, and solve problems caused by the substances they encounter or their own condition. They can work together to resolve conflicts and discussions to check the dynamics involved in maintaining social relationships. In the game, children approach the adult world, and experience the role of adults with imaginative rich, flexible and safe structure. The game stimulates imagination and extends the understanding of children in the world in which they live. The game may play a role as the primary way of early education and learning.