Results for filler translation from Tagalog to English

filler
ano sa filipino ang filler

traditionally, free play — that is, play activities that are initiated and freely chosen by the child, and sustained without adult interference — was privileged as the purest form of play and was thus most highly valued by early years practitioners. bruce (1991), for example, suggests that the word ‘play’ is too broad to be useful and that only ‘freeflow’ play captures its essence. in her view, play is a unique form of activity in that it cannot be forced ― you cannot make children play. nevertheless, concerns have been expressed over the years about the quality of children’s play in early years settings ― that it is often used as a time- filler, with little adult involvement and with low expectations about purposes and outcomes. in their observations of children in nurseries, meadows and cashdan (1988) reported that, while the children were busy and contented, sustained conversation or play with adults, high complexity play activities, and purposeful play leading to exciting discovery, were rare. sylva (1984), in what she called a ‘hard- headed look at the fruits of play’ attempted to examine what play activities most stimulated children’s imaginations and encouraged their problem-solving and exploration rather than just filling time. sylva’s observations of settings in both uk and us nurseries showed that some play activities stretched children more than others, particularly art, puzzles and games and constructional materials. in contrast, some traditionally favourite activities such as dough, sand and dressing-up seemed to be less engaging for the children. more important than the materials, she argued, was the ‘play partner’ ― other children or adults. she particularly emphasised the importance of ‘a sensitive adult’ to help enrich children’s play and also to help children talk and reflect on it
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