Since the 1950s, children's development has been decreased as a result of the use of toys in homes. During that time, students were able to use their actual developmental skills so that they could design make-believe games with their friends. They made their own rules and they were able to play the game until they reached a certain solution. After mastering the game (through various forms of play), they will have reached the potential developmental stage. Over time, they will create a new game. The mastery of the old game will then become the actual developmental stage. They will remain in this stage until they master the game according to their own rules (thus reaching the potential developmental stage). Children use their language to determine if the game is played correctly. They are able to use their language so that they can work with other children in order to finish the game.
In the 1950s, the zone of proximal development was utilized more because children are able to use their creativity to create games. These days, toys have taken the place of make-believe and it has stifled the imagination and cognitive processes of our children. More should be done to help students to use make-believe games so that they can increase their level of cognition. Less time should be spent on assessment, more time should be spent on helping children to construct their own knowledge without the use of toys.
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