Escalante, Chairann M.

BSEd-SOC 1B

Title of the Movie: Inside Out

Riley, an 11-year-old girl from the Midwest who enjoys hockey, finds her life
turned upside down when she and her parents relocate to San Francisco. Joy, Riley's
primary emotion, attempts to lead her through this challenging, life-altering
experience. But the strain of the relocation pushes Sadness to the fore. Anger, Fear,
and Disgust are the only emotions remaining at Headquarters when Joy and Sadness
unintentionally drift off into the depths of Riley's mind.
The cognitive world Riley inhabits is based on interpretations of cognitive
developmental theory of John Piaget, despite the fact that we have been able to
describe them. The ability to deal with, comprehend, and reflect on these emotions
changes dramatically during early adolescence when brain connections begin to
mature.
As Riley learns from her behaviors at the age of two, sensorimotor
development becomes apparent in her life. When Joy sends her running around the
house in joyful freedom, Fear takes control when she encounters a lamp cord laying in
her path, this is an illustration of how she learns from her actions. As Riley gets older
and learns more, she quickly enters the pre-operational stage and starts forming a
more positive attitude on life. After turning 11, Riley is able to view things more
abstractly as she enters a new phase of her life. She has an extraordinarily intelligent
adolescent mind that is still undergoing change. Riley has a lot of confusion as a result
of this significant transition and is unsure of how she feels about her new life. She is
lost beyond hope in the formal operational stage of her life. Before it's too late, Joy
knows what Riley needs as she flees to a bus stop. Riley will never be able to fully
understand the joy in her life without having had grief to contrast it with, thus Joy
welcomes sadness since she understands that Riley will never be able to do so.
This findings will aid teachers in their efforts to inform parents and caregivers of the

value and advantages of play. They will support students' healthy cognitive growth in

this way. They will provide everyone free hands to decide how to play. Then, while

choosing the games to play, consider the students' opinions. If instructors supply all

the toy, students will appreciate them and recognize their value on the classroom.

There need to be a healthy mix between recreation and academics. Schools should be

interested in various games and the cognitive growth of their students. To enhance the

cognitive development of their children, parents should provide comments and ideas

concerning play.
 Escalante, Chairann M.
Research Methodology:
Problem:
This study used the survey approach and was a
descriptive approach. In a descriptive study,

1. Find out the impact of play on the cognitive
development
2. Find out the student’s perception regarding
information is gathered with the explicit aim of testing
hypotheses or addressing concerns about the project's
current condition. All of the middle school students in
the city of Lahore made up the study's population.

children’s cognitive development Schools in Lahore towns were chosen at random.

Using a practical sample approach, 300 students were
3. Determine the effect of play on sharing skills
easily chosen. For compiling the replies of
the chosen sample, a five point Likert type scale was

Source: developed.

Ahmad, S., & Malik, M. (2016). Play and Cognitive

Development: Formal Operational
Perspective of Piaget’s Theory. In Journal of
Education and Practice (Vol. 7, Issue 28).
https://files.eric.ed.gov/fulltext/EJ1118552.p
df
Findings:
Table 4.1 describes that 19% of students were 8 to 10
year old 55% of students were 10 to 12 years old and Conclusion:
24% of students were 12 to 15 in the sample. So it is
concluded that the majority of the students were 10 to As a result of the study's findings, it can be concluded that
12 years old there was no significant different in students' memorizing,

Table 4.2 shows that 32% respondents were 5th class,
44% respondents were 6th class and 22% were 7th class
in the sample. So it is concluded that the majority of the
respondent were 6th class
Table 4.3 describes that 39% of students were play 1
Hour, 34% of students were play 2 hour, 18% of
students were play 3 hour and 7% of students were play
4 hours from the sample. So it is concluded that the
majority of the respondent were play 1 hour in a day
Table 4 shows that majority of the students showed
maximum (mean = 4.24, SD = 1.231) I feel relax after
solve the problem and minimum (mean = 2.86, SD =
1.472) I feel difficulty to learn historical lessons.  
exploration, comprehending, and problem-solving skills
based on their age. However, based on the length of their
play, there was a significant difference in the memorizing,
exploration, comprehension, and problem-solving
abilities. It implies that children who spend more time
playing each day have rapidly improved cognitive
capacities as a result of the time spent playing, and they
also succeed more in the formal operational stage. They
approach problems logically and more effectively than