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Group Powerpoint The Roles Of Play
 

Group Powerpoint The Roles Of Play

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    Group Powerpoint The Roles Of Play Group Powerpoint The Roles Of Play Presentation Transcript

    • A Play Episode Viewed through the lens of Brofenbrenner’s research
    • The Players Ruby Quinn Daisy
      • According to Smilansky and Shefatya (1990) sociodramatic play is characterized by the following components
      • Children have time, space and evocative objects
      • It is a cooperative enterprise
      • It is characterized by personal freedom
      • It develops according to a predetermined theme
      • It is an expressive world of make believe yet it is reality bound
      • Players must be understood by other players in order to achieve continuity
      Lillemyr talks about ‘good’ players. These players show more empathy, can take the perspective of others, are better socially and emotionally adjusted, have a longer attention span and greater concentration (Lillemyr 2001) So what makes a good player? Are they born or made? Sociodramatic Play
      • The play epsiode is an example of sociodramatic play.
    • Elements of sociodramatic play
      • Sociodramatic play consists of a combination of the following
      • Scenarios: an imaginary situation children create
      • Roles: for people and objects
      • Rules: about what players can and can’t do
    • Benefits of Sociodramatic Play
      • Research shows the benefits of supporting socio-dramatic play
      • Memory (Newman, 1990 cited in Bowman, Donovan & Burns, 2001))
      • Self Regulation (Krafft and Berk, 1998)
      • Oral Language (Griffin et al 2004))
      • Symbolic Generalization (Smilansky and Shefatya, 1990)
      • Social Competence (Swick & Williams, 2006)
      • Divergent thinking (Johnson, 1976)
      • Creativity (Mellou, E)
      • Literacy (Pelligrini & Galda, 2000)
      • In general children who are good at sociodramatic play tend to be successful in other areas of their life
      • Haight and Miller(1993) found that mothers teach their toddlers to pretend.
      • During the first half of the second year mothers initiate almost all make believe episodes.
      • They also demonstrate many pretend actions toward objects and show children how to use one object to represent another.
      • Around 2 mothers begin to talk about non-existent fantasy objects
      • Adult participation in make believe that acknowledges and builds on toddlers’ play behaviours through demonstrations, suggestions, turn taking and joint involvement is particularly effective in fostering mature make believe. In contrast directions and intrusions (initiating a new activity unrelated to the child’s current play) are associated with immature play behaviour (Fiese, 1990, cited in Singer et al, 2006)
      • Longitudinal study by Stilson and Hardy (1997, cited in Singer et al, 2006)
    • Quinn Leader Eldest Daisy Follower Youngest Ruby Left Out Only Child The Roles within the Play Episode and the links with Birth Order within the Family! The Eldest- tends to be conservative, power-orientated and predispoded towards leadership.( Hjelle & Zielgar 1992) ‏ The Youngest- tends to be the mediator and are choosy in who they confide with. ( Leman, 2000) ‏ The Only Child- may find it hard to relate to other children. ( Laybourne, A.1994) ‏ The leader of the group, who determined the roles and rules of the play . Provided some input into the game, however was happy to go along with what Quinn said. Tried to suggest some ideas into the game, however understood that her ideas were not heard, in which case she went along with what the other two girls wanted. Blue- Research Red- Assumptions made from observation
    • The Influences on the roles in Play!
      • We found in the research that peers play differently in different contexts.( Nielsen Hewitt cited in Chen & French, 2008.)
      • Further research and interviews with the parents and teachers , evidence has proved this notion to be true.
      • Different Areas and Influences that Impact the Roles within the Play:
      • The environment & the Players who are involved in the play!
      • For Example: Playing at different houses changes the play.
      • Playing with children at different ages.
      • How the mothers do/do not scaffold the play situation and cater for play!
      • The outside influences of the play.
      • (For example on Steve Irwin day the girls played with the boys-use this in my notes not on the PowerPoint)
    • Environment and Wildlife Chosen as Main Theme of Play Exosystem (Bronfenbrenner, 1992) Media: Steve and Bindi Irwin- Australia Zoo David Attenborough on television during prime time on channel 10 rather than ABC. Celebrities supporting causes; “ Celebrity interest forces green issues into the mainstream. When some bearded boffin bangs on about global warming, it’s boring. When Leonardo DiCaprio does the same, it’s sexy.” (Brown, J. 2007) “ An Inconvenient Truth”- movie News
    • Environment and Wildlife Chosen as Main Theme of Play Mesosystem (Bronfenbrenner, 1992) School: Is taught more in school and embedded within the curriculum. Access to the internet- information more readily available.
    • The physical environment can influence and modify the nature of dramatic play. (Darvill, 1982) Under the fort- climbing. Near the tree- in the jungle.
    • “ Used whole bodies and imagination, usage of whole body, interaction with nature, engaged in physical activities, ideas are connected to nature.” (Hyvonnen & Kansas, 2007) Daisy; “I want to know what it feels like to be an animal because animals are different to people.”
    • Two of the children are from Anglo-saxion background, whilst the third child, ruby is part Sri Lankan; her mother was born in Sri- Lanka. Ruby comes from a house where ghosts, spirits, magic and past lives are part of everyday life. In contrast we discovered that magic is banned at Quinn's house . (this may/may not affect the theme of the play) Do these different cultural values affect/influence the play?
    • The children in our group were all females. Research has found that girls structure ordered stories around social relationships frequently family ones depicting routines of family life. “ can I be your sister?” Even animals inhabit a stable world marked by order and family. “ time for bed” Research suggests that parents encouraged daughters to participate in sex- typed activities including doll playing& engaging in housekeeping activities for girls,(Eccles,Jacobs & Harold 1990). We saw this in our observation as the group had a mother and a sister as important roles.
    • References Bowman, B.T. Donovan, S. & Burns, P. (2001). Eager to Learn: Educating or Preschoolers, USA: National Academies Press. Bronfenbrenner, U. (1992). Ecological systems theory , in R Vasta (ed.), Six theories of child development, Jessica Kingsley, London, pp. 187-250. Brown, J. (2007). Celebrities http://environment.uk.msn.com/climate-change/article.aspx?cp-documentid=8455926 C & K, (2008). Building Waterfalls , Newmarket, Qld: Early Years Curriculum Guidelines. Chen, X. & French, D.C. (2008). Children’s Social Competence in Cultural Context. Annual Review of Psychology . Dahlberg, G, Moss, P & Pence, A. (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives , London: Falmer Press. Darvill, D. (1982). Ecological influences on children's play: Issues and approaches. In D. J. Pepler and K.H. Rubin (Eds.), Contributions of human development; The play of children: Current theory and research, Vol. 6. Basel, Switzerland: S. Karger. Fjortoft, I.(2001). The Natural Environment as a Playground for Children: The Impact of Outdoor Play Activities in Pre-Primary School Children, Early Childhood Education Journal , Vol. 29, No. 2, Winter. Furedi, F. (2001). Paranoid Parenting , London: Allen Lane. Griffin, T. M, Hemphill, L. & Wolf, D. P. (2004). Oral Discourse in the Preschool Years and Later Literacy Skills First Language 24 (2) p.123-147. Haight, W. L & Miller, P. J. (1993). Pretending at home: early development in a sociocultural context. Albany, NY: State University of New York Press. Hjelle, P. & Zielgar, S. (1992). Personality Theories: Basic Assumptions Research & Applications. New York: McGraw-Hill, Inc. Hyvonnen, P. & Kansas, M. (2007). From Bogey Mountains to Funny House Children’s Desires for Play Environment, Australia: Journal of Early Childhood v.32 n. 3 p 39-47 Johnson, J.E. (1976). Relations of Divergent Thinking and Intelligence Test Score with Social and Non-social Make Believe Play of Preschool Children. Child Development 47 p. 1200-1203.
    • References Cont. Krafft, K.C. & Berk, L. E. (1998). Private speech in two preschools: Significance of open-ended activities and make-believe play for verbal self-regulation. Early Childhood Research Quarterly , 13 (4), 637-58. Laybourne, A.1994 Only Child: Myths and Reality . Australia: Bernan Press. Leman, K. (2000). The Birth Order Book: Why you are the way you are. America: Baker Publications Group. Lillemyr, O.F. (2001). Play and Learning in School. A Motivational Approach. In McInerney, D. & Van Etten, S. (eds.) Research on Sociocultural Influences on Motivation and Learning. Greenwich, CT: Information Age Publishing Inc. Marshall, S. P. (2005) . A Decidedly Different Mind, IONS Shift No 8, Sep-Nov pp.10-15, www.shiftinaction.com/node/1669 Mellou, E. (1994). The Case of Intervention in Young Children’s Dramatic Play in Order to Develop Creativity. Early Childhood Development & Care. 99 53-61. Pelligrini, A.D. & Galda, L. (2000). Commentary- Cognitive Development, play and literacy: Issues of definition and developmental function. In play and literacy in early childhood: Research from multiple perspectives , ed. K.A. Roskos and J. F. Christies 63-74, Mahwah, NJ: Lawrence Erlbaum. Scottish Consultative Council on the Curriculum .(1999) A Curriculum Framework for Children 3 to 5, Scotland: The Scottish Office. Sheldon, A. (1992). Conflict Talk: Sociolinguistic Challenges to Self-Assertion and How Young Girls Meet Them , Merrill-Palmer Quartely , 38 (i) 95-117. Singer, D. Golinkoff, R. & Hirsh-Pasek, K. (2006). Play= Learning: How Play Motivates & Enhances Ch. Cognitive & Social- Emotional Growth . US: Oxford Uni Press. Smilansky, S. & Shefatya. L. (1990). Facilitating play. Gaithersburg , America: Psychosocial Educational Publications. Swick, K. & Williams, R. (2006). An analysis of Bronfenbrenner’s bio-ecological perspective for early childhood educations: Implications for working with families experiencing stress. Early Childhood Education Journal 33 (5), 371-378.