Fundamental play process
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it talks about the processes involved in the play (described in terms of pretend play) and a few empirical evidences suggesting the same
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Fundamental play process
- 1. FUNDAMENTAL PLAY PROCESS: COGNITIVE,AFFECTIVE, INTERPERSONAL, PROBLEM SOLVING TANIYA THOMAS 161199014 1ST MSC CLINICAL PSYCHOLOGY MANIPAL UNIVERSITY
- 2. CONTENTS INTRODUCTION PRETENDPLAY PROCESSESEXPRESSED IN PLAY a) COGNITIVE PROCESSES b) AFFECTIVE PROCESSES c) INTERPERSONALPROCESSES d) PROBLEMSOLVING SUMMARY REFERENCES
- 4. A child’s play is his talk and the toys are his words. - Haim Ginot
- 5. Early theories and views…. SIGMUND FREUD Pleasurable for the child Tension reducing and cathartic function Beneficial for the further development ERIC ERIKSON Play is the manifestation of child’s ability to control reality through experiments and planning.
- 6. PIAGET Cognitive, emotional & intellectual development 3 stages of play 1. Practice play 2. Pretend play 3. Games with rule VYGOTSKY Propels development Self regulation Promoting abstract thought
- 7. PRETEND PLAY Symbolic behaviour in which “one thing is playfully treated as if it were something else”(Fein, 1987) the use of fantasy and make-believe. pretense is charged with feelings and emotional intensity(Fein, 1987). Pretending appears even when it is not modeled and even where parents discourage it, suggesting a biological basis (Carlson, Taylor, & Levin, 1998 ; Danziger, 2006 ; Taylor & Carlson, 2000 ) pretence play becomes a ‘transition’ from the ‘purely situational constraints of early childhood’ to the adult capability for abstract thought. (Vygotsky,1978)
- 8. Sherrod and Singer (1979) -identified processes involved in both fantasy and pretend play activities The ability to form images Skill in storing and retrieving formed images Possessing a store of images Skill in recombining and integrating these images as a source of internal stimulation and divorcing them from reality Reinforcement for skillful recombining of images.
- 9. PROCESSES EXPRESSED IN PLAY COGNITIVE PROCESSES AFFECTIVE PROCESSES INTERPERSONAL PROCESS PROBLEM-SOLVING PROCESS
- 10. COGNITIVE PROCESS Piaget and Vygotskian perspectives of cognitive development. In a study conducted by Saltz, Dixon & Johnson (1977), found that children who participated in play training performed higher on IQ tests and increased their ability to differentiate fantasy from reality and understand sequential events. Pretend play training was also found to be an effective method of improving cognitive functioning.
- 11. Rubin et el (1983) Decentration Child can be themselves and enact a role Reversibility Awareness that they can change from make believe role to real identity Cognitive operators of play
- 12. Organization – The ability to tell a story, with a logical time sequence and indications of cause and effect. Narratives can vary in elaboration of detail and complexity. Divergent Thinking – The ability to generate a number of different ideas, story themes and symbols. Symbolism – The ability to transform ordinary objects into representations of other objects. Fantasy/Make Believe- The ability to be in a different time and space. The “as if” play behaviour. Cognitive process
- 13. Kindergartener’s who were rated high in terms of playfulness scored higher on tests of divergent thinking rather than other kids. Correlation between IQ and types of play : socio-dramatic play and constructive play(Johnson,Ershler &Lawton, 1982ss)
- 15. Expression of Emotion – The ability to express affect states in a pretend play situation. Both positive and negative affects are expressed. Expression of Affect Themes – The ability to express affect- laden images and content themes in play.
- 16. Experience-Experiencing pleasure and joy in the play situation. Comfort and Enjoyment in the Play – The ability to enjoy and “get lost” in the play Emotion Regulation and Modulation of Affect – The ability to contain and modulate both positive and negative emotion. Here, both cognitive and affective processes are involved
- 17. Cognitive Integration of Affect – The ability to integrate affect into a cognitive context. Affect is expressed within a narrative and cognitive context.
- 18. Displacement hypothesis People tend to shift negative emotions onto a substitute More punishment---- aggressive play with dolls(Levin, and Wardwell, 1971)
- 20. Empathy – The expression of concern for and caring about others. Communication – The ability to communicate with others and express ideas and emotions to others.
- 21. Interpersonal Schema/Self-other Representation- The level of development of self-other differentiation and capacity for trusting others.
- 23. Approach to Problems and Conflicts – The tendency to try and find solutions to the problems that arise. Problem Solving/Conflict Resolution – The ability to work things out and resolve problems. The effectiveness of the problem-solving attempt.
- 24. Children exhibit different behavior during play. Pepler and Ross (1981 studied convergent and divergent play tasks) Divergent play tasks showed improvement in problem solving strategies
- 25. REFERENCES Russ. W. (2004). Play in Child Development and Psychotherapy. Toward Empirically Supported Practice. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey Whitebread. D., Basilio.M., Kuvalja.M.,& Verma.M. (2013).The importance of play. Written for Toy Industries of Europe ( T I E ) Ordetx, K. (2015). Teaching the basics of theory of mind: a complete curriculum with supporting materials for children with autism spectrum disorder and related social difficulties aged approximately 5 to 9 years (1st ed.). London: Jessica Kingsley . Mathieson, K., & Raban, B. (2013). Understanding behaviour in the early years: a practical guide to supporting each child's behaviour in the early years setting. Albert Park, Vic., UK: Teaching Solutions.
Editor's Notes
- Burghardt suggests that the historical claims for play as providing deferred beneÞts for the young of the species (that is, the beneÞts of play are not for the present but help prepare children for becoming an adult) are not matched by research evidence and indicates that perhaps the focus on studying play should centre on the immediate beneÞts for children. Pellegrini and others (2007) comment that play in juvenile forms is qualitatively different from adult forms of this behaviour. As such, play is more likely to have an immediate effect and the beneÞts are not necessarily deferred until adulthood, requiring the evaluation of this form of behaviour to be in terms of the speciÞc age period in which they occur, and not necessarily of future beneÞts.
- While all types of play promote learning and growth, pretend play receives special recognition in the literature because it is considered the most developmentally advanced form of play in early childhood (Piaget, 1962; Vygotsky, 1978).
- pretend play is the context in which linguistic, cognitive, and social skills develop (Vygotsky, 1978). He believed that pretend play advances cognitive skills because play causes children to stretch their conceptual ability (Vygotsky, 1978; Oakley, 2004). In other words, pretend play helps children begin to understand abstract thought. Vygotsky also believed that pretend play provides a safe environment in which children can practice a range of new behaviors and strategies. He viewed pretend play as a mature interaction that calls for more mature social interactions than other forms of play. Studies conducted by Pellegrini sought to examine whether pretend play increases children’s ability to comprehend and sequentially retell stories based on Piaget’s notion that reenactment through play helps children digest information (Piaget, 1951). In Pellegrini & Galda ’s 1982 study, 5 and 6 year old children were read a story and subsequently assigned to one of three story reconstruction groups: drawing, adult-led discussion, and play. Findings showed that the pretend play was the most effective facilitator of children’s story comprehension Recently a "cognitive theory of pretense" has been proposed (Nichols & Stich, 2000), which suggests that there is a "separate mental workspace" within the human brain that can explain the phenomenon of pretense. While no research has confirmed this theory, it serves to emphasize how important the play/cognition relationship is for humans and to point toward neuroscience collaboration possibilities in future research on this relationship. It is more likely that pretend play engages many areas of the brain because it involves emotion, cognition, language, and sensorimotor actions, and thus it may promote the development of dense synaptic connections (Bergen & Coscia, 2001).
- Pretend play has been identified as a tool for children to learn to cope with anxiety and frustration on their own. Instead of acting out their impulses, children use pretend play as a way to express their emotions symbolically. Piaget referred to this function as “liquidating” conflict to reduce or get rid of anxiety (Piaget, 1951; Scarlett, 2004). For example, a child who is anxious about going to the doctor can use pretend play to manage or reduce anxiety by playing with medical toys to pretend to give shots, etc. (Scarlett, 2004).