JOURNAL ARTICLE’S REVIEW:

AFFECT OF PLAY ON CRITICAL THINKING: WHAT ARE THE PERCEPTIONS

OF PRESERVICE TEACHERS

Introduction

The journal start with the elaboration of children’s cognitive functioning changes. In
characterizing this term, a few specialists investigated a lot of cognitive processing is needed
for activities. In the course of time social experiences, emotions and expectations direct the
actions of children and establish their understandings of the actions of others. Children are
also concepts that contribute to our capacity to focus on the essence of information thinking
about and evaluating other people's thinking (S. Chen, B. Mulgrew, and P.M. Grant., 1993).
These skills are important to thinking critically. What is then crucial thinking? Then is the
question? The desire to make sound choices and solve problems is logical thinking (B. H.
Pillow, 2008). The ability to assess other people's statements is a key component of critical
thinking. In addition, one of the critical-minded fundamental principles to consider or find
out what the problem (or dispute, contradiction) is and to resolve the problem's real intent (G.
D. Heyman 2010).

A study carried out by Lai (2009) suggested that a few definitions of critical thinking
are based on different points of view. As philosophers like Socrates , Plato, Aristotle,
Matthew, according to her, In the philosophical approach Lipman and Richard Paul
concentrate on logical thinkers' conceptual approach, which describes a person's attributes
and characteristics rather than attitudes or acts. They also focus on the quality or standard of
thinking; a good way of thinking must, for example, meet certain adequacy and precision
criteria or standards (J. D. Seaver, 1994). Kamarulzaman Wirawani binti is with the Early
Children's Department when researching the cognitive approach, Universiti Tunku Abdul
Rahman (2011) stresses that it concentrates on how people actually think over how they
think. In ideal circumstances, might or should think. A list of skills or processes carried out
by critical thinkers is included in critical thinking.

Bloom taxonomy is the foundation for a critical thinking educational approach. Lai
(2011) says that the advantage of educational approach is based on observation and student
learning experiences. This was not, however, the cognitive and psychological approach is
thoroughly tested. The thought process starts just before a child was born, and through social
and mental experiences the cognitive development of a child shifts significantly from
childhood to youth. At social contact, the theories feelings of others direct the actions of
children and frame their understanding of the acts of others. Children also learn concepts of
the nature of information which help to represent and assess the reasoning of other people
who are known as critical thinking (S. Chen, B. Mulgrew and P. M. Grant. 1993). As soon as
children enter the world, they start thinking and learning. As early as 3 years old, children
realize that sometimes people communicate incorrect information and that some persons are
more dependable than others. At the age of 4 or 5, children also understand beliefs as truthful
or false representations. In addition,

While critical thinking curriculums in pre-school children are rarely included,

children will think critically when communicating with their peers and adults, according to
Pillow (2008). One way to develop skills of critical thinking is by playing. This is evidenced
by research carried out by Holmes, Liden and Shin (2011), who concluded that the way
children think affects play and academic performance. Play is a way to do stuff and is used as
a job for children. Play is important and it's very rewarding for youngsters, a activity which
they actively pursue and which they often consider absorbent. Hewes (2007) has also found
that the game develops the requisite mental, financial, physical and emotional skills. For
school and lifestyle success. In terms of emotion, culture, science, language and information
the play Lev Vygotsky (1896-1934) describes play as a leading source of development. The
recent scientific community also recognizes that the value of playing can influenced
children's thought skills, problem-solving and language development through discovery,
experimentation and practice.

Literature Review

A continuation of funny learning

In general, the conceptualization of the literature is a continuum that exist. Free play allows
kids the ability to explore, play and learn with limited constraints in one hand. But playing is
not something that takes place in a vacuum: our surroundings play structure ( e.g. in the
playing of the materials in a building, in a yard, in urban areas, in rural environments) Like
the peers and parents, as well as those around us. And thus, play is more directed or
organized at the other end of the spectrum. The word 'playful learning' applies to the term
'free play' which is used to include these organized and controlled playing contexts.
Moreover, recent scientists have added games to this field (Hassinger-Das, Toub, Zosh,
Michnick, Hirsh-Pasek and Golinkoff, 2017). Playful play can take many forms like physical
games including looking for and hiding, building games, board games, fantastic objects, and
playing part (Neale, Whitebread et al . , 2017, literature review on the production of plays and
children). Though work is under discussion. The purpose of this article is not to settle the
theoretical dispute and practice where free play ends and more controlled playing begins (e.g.
Pyle & Danniels, 2017). Instead, we maintain that game learning will happen in the context
of free play and when adults or environmental factors arrange the game situation for a
particular target.

Methodology

This research paper critically evaluated in a qualitative study of affect of play on critical
thinking: what are the perceptions of preservice teachers. This is a form of qualitative
research. According to Grove, Gray and Burns (2015), qualitative research elaborates views
of various occurrences based on people’s experiences. By employing a qualitative approach
grounded in Thorne’s (2008) interpretative description design which is important in
providing a groundwork for data collection and analysis, exploring everyday teaching
practice within the context of social, personal and organisational constructs. Based on the
research title provided, it clearly states what the research about and what the researchers
attempt to achieve in this research. By using 11 words for the research title, the words
quantity used for this research is in line with Polit and Beck (2012) suggestions whereby the
brief title of a research shall not more than fifteen words. The abstract of this research has
been done in a proper length, which has been clearly divided into aims and objectives,
background, research design, methods, results, conclusions and the relevance of this research
to teaching practice.

Finding

A continuation of funny learning in general, the conceptualization of the literature is a

continuum that exist. Free play allows kids the ability to explore, play and learn with limited
constraints in one hand. But playing is not something that takes place in a vacuum: our
surroundings play structure (e.g. in the playing of the materials in a building, in a yard, in
urban areas, in rural environments). Like the peers and parents, as well as those around us.
And thus, play is more directed or organized at the other end of the spectrum. The word
'playful learning' applies to the term 'free play' which is used to include these organized and
controlled playing contexts. Moreover, recent scientists have added games to this field
(Hassinger-Das, Toub, Zosh, Michnick, Hirsh-Pasek and Golinkoff, 2017). Playful play can
take many forms like physical games including looking for and hiding, building games, board
games, fantastic objects, and playing part (Neale, Whitebread et al . , 2017, literature review
on the production of plays and children). Though work is under discussion the purpose of this
article is not to settle the theoretical dispute and practice where free play ends and more
controlled playing begins (e.g. Pyle & Danniels, 2017). Instead, we maintain that game
learning will happen in the context of free play and when adults or environmental factors
arrange the game situation for a particular target.

Play is learning, which "contains all developmental patterns in a simplified form and is itself
a significant development source (p. 102)," as Vygotsky (1978) reports. This paper illustrates
the impact of play on the entire child, through presentation of research into different
overlapping play styles. Game gain cognitive, mental, emotional and physical development in
the short and long term. Kids learn thinking skills like imagination, solving problems, etc.

Mathematics and vocabulary, divergent thought. You learn how to manage social
interactions, regulate your feelings and influence your own behaviour. Play also promotes
fine and gross motor ability growth. When playing is enjoyable kids are inspired and child-
driven to engage in learning opportunities. In addition, children can consider games that
better match their individual needs when deciding to play. The work summarized here
together provides a clear description of the advantages of play. Nevertheless, we must be
cautious when analyzing and carrying out such individual studies. The work is mostly 30
years old or older. Throughout time, it is impossible to determine whether children in the
world today will encounter the same effects. However, much research into the benefits of
playing is correlational; we can't be sure whether playing itself in these cases is the trigger for
learning or growth. Ultimately, we know that culture can have an effect on the view of
parents on play and on how children can be playing.
Cognitive Theories

Wittrock and Lumsdaine (1977) recognized the failure of a behavioral interpretation of

concepts to better describe the learning process. Their shift away from behavioralism to
cognitive psychology. A cognitive approach to learning, on the other hand, looks at how
students use their cognitive processes, skills , talents, interests and abilities to turn education
experiences into concrete information in their memories. The move to greater focus on the
study of cognitive processes has important implications for evolving education. If learning is
predominantly conceived through enhanced practice as a behavior improvement,

Instruction is also intended for differential strengthening of the right behavior when the
community is concerned incentives ... In comparison, the elaborations underline a logical
approach where the learner does more than the characteristics of knowledge Guidance ...
Guidance In short, cognitive strategies show how you can think by deliberately modifying
interaction expectations and creating new ones significations and occurrence understanding.
(Brussels, 1977, p. 326). Therefore, the student is seen to gain information through an
interaction with certain facets of his / her environment, organize it through manipulation and
experimentation, while exploring relationships and interrelationships. In this respect, the
behavioral approach will place little emphasis on the intellectual constructs that students will
bring to the learning situation. The way that new information is processed and interpreted by
the students can have a major effect on these frameworks.

The study and application of cognition focuses on both the awareness they possess (in the
context of a conceptual framework) and the dynamic information processing capacities they
appear to use in trying to understand environmental aspects. Within Neisser (1976) and
Wittrock (1978) for example, models are developed which attempt to illuminate some of the
processing of information that could have significant impact on learning experiences.
Cognitive Benefits

Exploration of conceptual information

Piaget found kids little scientists who were led to perform "experiments" every day that
would expose their world 's characteristics. The way the objects act ("What does it?,"
Bjorklund & Gardiner 2011, p. 154) is presented to children through lonely objects play and
discovery play („ What can I do with it?). Research has shown that children can also interact
with new objects in their environment for scientific purposes and test theories as to how such
objects work. Studies have shown that, when a new toy appears to young children, they are
first to play exploratory games, explore and manipulate parts of the toy to learn how it works
(Schulz & Bonawitz 2007).

The category of artifacts was also played, however. Via exploratory games, children learn
how to touch, hear, and see objects and their use, but also learn about properties which are
not so easy to decide. Solution of problems and innovation in child development studies,
particular attention has been given to its contribution to innovative problem-solving due to
the imaginative and versatile nature of the game. If children play, they encounter different
behaviours – build new block towers, create new forms in the clay-sculpture – helping them
to cultivate the imagination and strategies required to tackle new problems effectively
(Johnson et al., 2005)

Academic / Cognitive advantages

Fitness may also bring benefits in the cognitive and academic sectors. Next, the production
and communication of self-regulation may be facilitated by physical activity. For instance,
when you run around in a hunting game, children are highly excited, but if you finish the
game to disengage and settle (Hughes, 1999) their actions must be regulated. Several
intervention studies have shown that moderate-to-enhanced physical activity in school
children can boost executive function (see Diamond & Lee 2011 for reviews). Organized
activities such as sports can be even more successful, as they require constant care and
discipline. If executive function in young kids is impaired by physical sports, academic
performance will in effect be impaired (Blair & Razza, 2007). Physical breaks can have
immediate effects on learning, which may be attributed to more emphasis on academic
activities for children (Pellegrini 2009). In standardized academic tests, schoolchildren
entitled to five additional hours of physical activity a week performed higher than their peers
who did not engage in physical activities(Shephard, 1983).

Conclusion

The research explores the understanding of preservation teachers about the effect of gaming
on children's critical thinking. The issue that led to the discovery is that many researchers
have pointed out that children are key thinkers and that they learn by playing. But before
teachers in pre-school. Important child thinking ability may be promoted, their assumptions
of how pre-school learning will proceed should be tested. It is also important to know how
teachers view the results of practicing children's thought to improve the capacity to think and
to understand how the national curriculum perceives the potential for children to critically
think. The research included two teachers who continue to participate in the Early Childhood
Studies in their second year. The research took 20 to 30 minutes each in an interview session
in a private university in Klang Valley. After the interview, the transcription was completed.
The language has been coded and data has created themes. Reliability score of 73.7%, which
means the topics are accurate and valid enough to be identified for the analysis as valid.
Participants were pleased that children learn by playing. You also create awareness when
you're playing. Children learn to be critical thinkers by socializing experience and
environment help adults trained for them. Playing is also a child's job as they spend a lot of
time playing. Children understand the world better throughout their games. Play also tends to
lead children to consider while they are engaged in play. This will then lead to a greater
capacity for thought, such as reflection, problem management and decision-making. In
addition, teachers were encouraged by the program to build practices that foster child critical
thinking skills. Teachers should be able to track the development of children, with the goal of
introducing a proper method of teaching and content. Teachers should not use direct
instruction or teacher-centeredness, which inhibits improvement in critical thought. It should
be noted that the program developed is intended for students, when students cannot take full
advantage of it, to instill critical thinking in children.
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