Gameshow: Living Parten’s Play Theory

           

The Gameshow Activity really changed how I look at learning. Because our group was so small, I realized I couldn't just "hide" behind my teammates. I had to take full responsibility for my part. It made me move past just memorizing definitions of Parten’s Play Theory. I started seeing how children’s play is actually a messy, fluid process in real life, not just a set of stages in a book.

Our group of three worked on Parten’s Play Theory. This made me more aware of my own responsibility in contributing meaningfully rather than just completing a task. During our preparation, we spent time discussing the six stages of play and trying to understand them beyond definitions. I found myself reflecting more deeply on how children actually behave in classrooms and how these stages are not separate categories but fluid patterns that can overlap in real life.

As we prepared, I noticed a gap between knowing the theory and being able to explain it in a simple, engaging way. This challenged me to reorganize my understanding and think from a learner’s perspective rather than just a student of theory. I realized that if I cannot simplify an idea, it means my understanding is still developing. This was an important learning point for me.

During the video recording, I experienced a mix of nervousness and awareness. While performing in the gameshow and role-play format, I became more conscious of my voice, timing, and clarity. At some moments, I felt unsure, but continuing the recording helped me gradually gain confidence. I also observed how interactive formats naturally draw attention and make learning more memorable. This made me reflect on how students in real classrooms might also feel more engaged when learning is active rather than passive.

This activity deepened my understanding of Parten’s Play Theory itself. Earlier, I viewed play mainly as a natural activity for children, but through preparing and presenting, I began to see play as a developmental process that reflects children’s social growth. I became more aware of how different types of play such as solitary, parallel, and cooperative play can indicate different levels of interaction and learning readiness. This made me reflect on how teachers can observe play to better understand learners instead of focusing only on academic performance.

Overall, this Gameshow Activity was not just about presenting a theory but about experiencing learning in a different form. It challenged me to think critically, communicate more clearly, and work more closely with others. It also helped me recognize areas where I need improvement, especially in confidence and clarity during public speaking. More importantly, it reminded me that meaningful learning happens when we actively engage with ideas, reflect on them, and try to express them in our own way.