The Power of Play Reading Answers

The Power of Play Reading Answers of your Cambridge 14 test 3, reading passage 3 can be found below. Examine your answers to see if any are incorrect.

Solution for The Power of Play

27. B
31. C
35. No
39. autonomy

28. G
32. No
36. Yes
40. targeted

29. F
33. Yes
37. encouraging
 

30. E
34. Not given
38. desire
 

Mastering more questions is the key to maintaining ahead of the competition. Apart from The Power of Play Reading Answers you can find additional practice questions in this article.

Use this blog to check your answering skills in the IELTS reading module. Your reading comprehension will be put to test in the reading section. You may get a sense of what to expect from the IELTS reading test by identifying the power of play reading answers.

To begin, familiarise yourself with the various IELTS reading question types that will be included in the exam. Out of the 14 question types, 3 types of questions are used in each section of the reading test. This article, “The Power of Play Reading Answers,” has three separate question types and they are mentioned below, 

• IELTS Reading Matching Features
• IELTS Reading Yes/No/Not given
• IELTS Reading Summary Completion 

Strategies for solving The Power of Play Reading Answers

Before you start trying to solve the power of play reading questions, you might find it helpful to check over the techniques that are listed below.

• Go through the entire paragraph and highlight the essential words and terms to quickly locate your solutions to questions of matching features.
• In order to provide correct responses to yes/no/not given questions, it is important to comprehend the perspective of the author.
• Make sure you don’t go over the word limit and double-check your grammar before responding to summary completion questions.
• It is imperative that you finish The Power of Play Reading Answers in less than 20 minutes to make sure you make no errors before moving on to the next paragraph.
• Strengthen your vocabulary in order to comprehend the passage better and provide specific answers.
• Download The Power of Play Reading Answers PDF so that you can practice at your convenience.
• This article is a one-of-a-kind creation based on the real Cambridge 14, reading passage 3 for academic (ac) reading. Try our revised passage to sharpen your skills.

`Check out these IELTS reading tips before you start writing your The Power of Play reading answers.

Find the practice test with The Power of Play Reading PDF, here. 

IELTS Reading passage –  The Power of Play

You have twenty minutes to read the passage and answer the questions. The Power of Play Reading Answers with explanations are provided below for your reference. 

The Power of Play

Almost every child in the world enjoys playing. Children are very driven towards playing that they can play in any state of affairs, like when they don’t have real toys or when active encouragement is not given by parents. For children, the pastime is running, dissembling and building. Researchers and educators perceive that children’s communal, intellectual, physical, and behavioral development all benefit from partaking in these kinds of extracurricular facilities. Undeniably, playtime holds a crucial role in the growth of a healthy child. Playing was recognized as a fundamental right by the United Nations High Commission on Human Rights in 1989.

Although experts continue to make a rational argument for the noteworthiness of play in children’s lives, there is a decline in the actual time children spend playing. Playing time has decreased by eight hours a week compared to two decades ago (Elkind 2008). Test preparation has displaced play in elementary and middle schools due to an increase in academic demands, and flashcards and educational ‘toys’ are marketed to parents who really want to give their toddlers forewarning. A deceitful paradox between play and learning is created by our society. 

This resulted in their early experiences with play, children developing a wide range of abilities, including self-control, social concession, problem-solving, and a wide pasture of scientific and mathematical knowledge that will serve them throughout their lives. Adults also play a vital role in helping children learn via play.

Researchers and theorists who study play still can’t really agree on a formal definition of what it is. Definitions ambit from specific descriptions of distinct types of play, such as physical, construction, language, or symbolic play (Miller & Almon, 2009), to these broad characteristics that are designed to capture the core of all play behaviour based on analysis and attitudes (e.g. Rubin et al. 1983).

Most concepts of play concentrate on some key characteristics. Play is rendered as ‘something done only for the thrill of doing it’ by Stuart Brown, the founder of the National Institute of play. To be more precise, he says that, it ‘appears desultory, generates pressure and joy, [and] reaching the next level of mastery’ (as quoted in Tippett 2008). In the same way, in 2009 Miller and Almond said that play incorporates ‘Initiatives that are freely selected and directed by children and emerge from intrinsic desire’. Generally, this array of behavioural and dispositional parameters is used to describe play-along perpetuity as being more or less playful (e.g. Rubin et al. 1983).

Play is gratifying: Activity must be enjoyed by children or it’s not a play. It is substantially motivated: A child’s play is prompted only by the pleasure it provides. It has no extrinsically motivated purpose or ambition. Play is process-lucid: When children play, the meaning is more crucial than the ending. It is candidly chosen, impromptu and voluntary. If a child is under pressure, they will not anticipate play as an activity. If a child is under oppression, they will not anticipate play as an activity. Play is actively engrossed: Physical and/or mental engagement is a prerequisite for players in the activity. Play is metaphoric. It consolidates make-believe.

Children’s playful behaviour can range from 0% to 100% playful, according to this perspective. In determining playfulness Rubin and colleagues did not assign greater weight to any one dimension; however, it had been suggested by other researchers that process orientation and lack of evident functional purpose may be the most crucial features of play (e.g Pellegrini 2009).

Play, from the perspective of a continuum, might be combined with less frivolous motives and attitudes, such as work. Work, unlike pleasure, is usually not considered joyful and is extrinsically motivated(i.e. it is goal-oriented). According to Researcher Joan Goodman (1994), hybrid forms of work and play are not detrimental to learning; rather, they can provide optimal learning environments. For example, a child may be actively engaged and intrinsically motivated while participating in a tough, goal-directed exercise set up by their teacher. The child’s motivation, together with adult guidance, can generate robust chances for joyful learning at this midpoint between play and work.

A recent study suggests that adults may help children’s learning while keeping a lighthearted approach in interactions known as ‘guided play’ (Fisher et al. 2011) which is considered to be significant. The adult’s role in play varies as a function depending on their educational goals and the developmental level of the child (Hirsch-Pasek et al. 2009).

There are two types of guided play. Adults can enrich a child’s environment at a very basic level by offering things or experiences that encourage components of a curriculum. Parents or other adults can help children’s play by joining in the enjoyment as a co-player, asking insightful questions, commenting on children’s discoveries, or promoting further investigation or new facets to the child’s activity in the more direct form of directed play. Although regulated play can be somewhat structured, it must also be child-centred (Nicolopoulou et al. 2006). Play should be motivated by the child’s own desire.

In a child-centred approach to playful learning, both free and guided play are vital components. Free play that is intrinsically motivated provides the child with the true anatomy, whereas guided play which is an avenue allows parents and educators to provide more targeted learning experiences. In any scenario, children should be deeply invested in their own play, which should be primarily led by the children themselves.

The Power of Play IELTS Reading questions

Questions 27-31

Look at the following statements (Questions 27-31) and the list of researchers below.

Match each statement with the correct researcher A-G

Write the correct letter, A-G, in boxes 27-31 on your answer sheet.

27. Play can be divided into several separate categories.
28. Adults’ intended goals affect how they play with children.
29. Combining work with play may be the best way for children to learn.
30. Certain elements of play are more significant than others.
31. Activities can be classified on a scale of playfulness.

List of Researchers

A   Elkind
B   Miller and Almon
C   Rubin et al.
D   Stuart Brown
E   Pellegrini
F   Joan Goodman
G   Girsch-Pasek et al.

Also check: IELTS Reading Matching Features

Questions 32-36

Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes 32-36 on your answer sheet, write

YES                   if the statement agrees with the claim of the writer
NO                     if the statement contradicts the claim of the writer 
NOT GIVEN      if it is impossible to say what the writer thinks about this 

32. Children need toys in order to play.
33. It is a mistake to treat play and learning as separate types of activities.
34. Play helps children to develop their artistic talents.
35. Researchers have agreed on a definition of play.
36. Work and play differ in terms of whether or not they have a target.

Also check: IELTS Reading Yes/No/Not given

Questions 37-40

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 37-40 on your answer sheet.

Guided play
In the simplest form of guided play, an adult contributes to the environment in which the child is playing. Alternatively, an adult with a child and develop the play, for instance by 37……….. the child to investigate different aspects of their game. Adults can help children to learn through play and may make the activity rather structured, but it should still be based on the child’s 38……….. to play. 

Play without the intervention of adults gives children real 39……….; with adults, play can be 40………… at particular goals. However, all forms of play should be an opportunity for children to have fun.

 Also check: IELTS Reading Summary Completion

The Power of Play IELTS Reading Answers with Explanations

This part comprises The Power of Play reading answers with explanations. To figure out where you went wrong, re-evaluate your answers here.

27. B

Explanation: According to Miller & Almon (paragraph 4), there are “discrete descriptions of various types of play such as physical, construction, language or symbolic play”. This means that play can be divided into various types or categories.

28. G

Explanation: Hirsch-Pasek et al (paragraph 8) state that the adult‟s role in play varies according to their educational goals. In other words, adults‟ goals affect how they play with children (by taking different roles).

29. F

Explanation: Joan Goodman (paragraph 7) suggested that “hybrid forms of work and play can provide optimal contexts for learning”. This means that such a hybrid, or combination, could be the best way for children to learn.

30. E

Explanation: While Rubin et al (paragraphs 5 and 6) considered all aspects, or dimensions, of play along a continuum from less playful to more playful, they did not state that certain elements of play are more important than others:  “Rubin and colleagues did not assign greater weight to any one dimension in determining playfulness”. However, Pellegrini (paragraph 6) suggested that two aspects are “the most important”, namely “process orientation” and “a lack of obvious functional purpose”. It can be inferred that Pellegrini considered these two aspects more important (more significant) than others.

31. C

Explanation: Rubin and colleagues (paragraph 5) claim that play is defined as more or less playful according to a set of criteria. In other words, there is a scale of playfulness for play. Thus, the matching researchers are Rubin et al.

32. No

Explanation: In the second sentence of the passage, the author states that children will play in any circumstances, even when they have no real toys. Thus, it is incorrect to say that children need toys to play with.

33. Yes

Explanation: The distinction between learning and play can be found in the last sentence of paragraph 2: “our society has created a false dichotomy between play and learning”. The word “dichotomy” means division, the distinction between opposite things. Thus, it is false to treat play and learning as separate activities.

34. Not given 

Explanation: Paragraph 3 gives some examples of the benefits of play for children, including benefits in their behavior, science, maths, problem-solving skills, etc.  Although the word “creative” is mentioned, this is only used to refer to problem-solving skills. However, there is no mention of “artistic talents”.

35. No 

Explanation: It is stated in paragraph 4 that “full consensus on a formal definition of play continues to elude the researchers and theorists who study it”. „Full consensus‟ means „full agreement‟. The word „elude‟ suggests that the definition is hard to be grasped by researchers. Thus, it is clear that they have not agreed on a definition of play yet. So the statement contradicts the author‟s claims.

36. Yes

Explanation: The difference between work and play is stated in the following sentence in paragraph 7: “Unlike a play, work is typically not viewed as enjoyable and it is extrinsically motivated (i.e. it is goal-oriented”. Having a goal is the same as having a target. Work has a target, and in that way, it is different from the play.

37. Encouraging

Explanation: The answer can be found in paragraph 9, which is about guided play. The author mentions that there are two forms of guided play, and we need to focus on the second, more direct form. In this form, the adult can encourage “further exploration or new facets” by asking questions or making comments while joining in the play.

38. Desire

Explanation: According to Nicolopolou et al in paragraph 9, while play can be somewhat structured (with the help of adults), it must also be child-centered and “stem from the child‟s own desire”. In other words, the play should be based on the child and his/her desire to play.

39. Autonomy

Explanation:  It is stated (in paragraph 10) that “free play provides the child with true autonomy”.

40. Targeted

Explanation: In paragraph 10, it is stated that “guided play…can provide more targeted learning experiences”. We already know (from question 36), that „targets‟ and „goals‟ have a similar meanings. Guided play refers to play with the intervention of adults, so the blank should be filled with “targeted”.

Check out the other Reading Passages

Conclusion

This blog’s “The Power of Play Reading Answers” will assist you to figure out where you went wrong throughout the answering procedure. Self-feedback can help you improve your answering abilities so that you can complete the IELTS reading exam as quickly and effectively as possible.