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Theories of play
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- 3. PLAY… “The natural unfoldingof the germinal leaves of childhood” - Froebel “Free self-expression for the pleasure of expression” - Seashore “The motor habits and spirit of the past persisting in the present.” - Hall “Instinctive Practice, without serious intent, of activities which will later be essential to life” - Groos
- 4. PLAY… is the waya child explores his world, builds skills, exercises his imagination and learns through experience. SOURCE: ASTRAtoy.org by Nancy Stanek
- 5. Importance of PLAY Considerwhat is happening when a child plays with blocks: Physical development: He is learning how to control small muscles and how to coordinate eyes and hands to stack and balance the blocks. SOURCE: ASTRAtoy.org by Nancy Stanek
- 6. Importance of PLAY Considerwhat is happening when a child plays with blocks: Cognitive development: He is developing mathematical concepts by sorting the blocks by size and shape and figuring out what number of blocks are needed to fill a space. SOURCE: ASTRAtoy.org by Nancy Stanek
- 7. Importance of PLAY Considerwhat is happening when a child plays with blocks: Development of imagination, creativity, and problem solving skills Using his imagination, he figures out how to make it—and how to fix it when “construction” doesn’t go as planned.SOURCE: ASTRAtoy.org by Nancy Stanek
- 8. Importance of PLAY Considerwhat is happening when a child plays with blocks: Social and Emotional Development His self-directed activity will help him enjoy learning and experience success—all of which build confidence, satisfaction, and the motivation to learn.SOURCE: ASTRAtoy.org by Nancy Stanek
- 9. Importance of PLAY SOURCE:ASTRAtoy.org by Nancy Stanek Understanding and practice of sharing, turn taking, and other peer cooperation skills
- 10. Importance of PLAY SOURCE:ASTRAtoy.org by Nancy Stanek
- 11. Early Classical Theories •Schiller 1873 Spencer 1875Surplus Energy Theory • Lazarus 1883 Patrick 1916Relaxation Theory • Mitchell and Mason, 1948Recreation Theory • RousseauInstinct Theory • G’Stanley Hall 1906Recapitulation Theory • Groos 1898Pre-Exercise Theory • Appleton 1919Growth Theories • Lange 1902 Claparde 1911Ego-Expanding Theories SOURCE: California State University Northridge Website
- 12. Early Classical Theories •Schiller 1873 Spencer 1875Surplus Energy Theory Play is the result of surplus energy that exists because the young are freed from the business of self- preservation through the activities of their parents. Energy finds its release in the aimless exuberant activities of play. It does not explain why people with little energy still play
- 13. Early Classical Theories •Lazarus 1883 Patrick 1916Relaxation Theory Play is seen as a mode of dissipating the inhibitions built up from-fatigue due to tasks that are relatively new to the organism. To play is to RELAX…
- 14. Early Classical Theories •Mitchell and Mason, 1948 Recreation Theory Play as a way to recuperate from fatigue experienced from hard work Play restores energy and provides more benefit to the body than idleness
- 15. Early Classical Theories •RousseauInstinct Theory Play is inherited and that the child will engage in behaviors and activities instinctively. Play is INSTINCTIVE
- 16. Early Classical Theories •G’Stanley Hall 1906Recapitulation Theory Play serves to rid the organism of primitive and unnecessary instinctual skills carried over by hereditary. “Play as the result of biological inheritance.”
- 17. Early Classical Theories •Groos 1898Pre-Exercise Theory Play is the necessary practice for behaviors that are essential to later survival. The playful fighting of animals or the rough and tumble play of children are essentially the practice of skills that will later aid their survival.
- 18. Early Classical Theories •Appleton 1919Growth Theories Play is a response to a generalized drive for growth In the organism. Play serves to facilitate the mastery of skills necessary to the function of adult behaviors.
- 19. Early Classical Theories •Lange 1902 Claparde 1911 Ego-Expanding Theories Play is nature's way of completing the ego an expressive exercising of the ego and the rest of the personality; an exercising that develops cognitive skills and aids in the emergence of additional skills.
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- 21. Current Theories • LewinInfantile Dynamics Playoccurs because the cognitive life space of the child is still unstructured, resulting in failure to discriminate between real and unreal.
- 22. Current Theories • BuytendijkInfantile Dynamics Thechild plays because he is a child and because his cognitive dynamics do not allow for any other way of behaving. Play is an expression of the child's uncoordinated approach to the environment.
- 23. Current Theories • Freud1908Cathartic Theory Play represents an attempt to partially satisfy drives or to resolve conflicts when the child really doesn’t have the means to do so. When a child works through a drive through play he has at least temporarily resolved it.
- 24. Current Theories • Buhler1920 • Anna Freud 1937 Psychoanalytic Theory Play represents not merely wish-fulfilling tendencies but also mastery -- an attempt through repetition to cope with overwhelming anxiety-provoking situations. Play is defensive as well as adaptive in dealing with anxiety'.
- 25. Current Theories • Piaget1962Cognitive Theory Play is derived from the child's working out of two fundamental characteristics of his mode of experience and development. These are accommodation and assimilation -- the attempts to integrate new experiences into the relatively limited number of motor and cognitive skills available at each age.
- 26. Piaget’s Theory (3 Stagesof Children’s Development) SOURCE: ASTRAtoy.org by Nancy Stanek
- 27. Piaget’s Theory (3 Stagesof Children’s Development) SOURCE: ASTRAtoy.org by Nancy Stanek The child at this stage uses senses and motor abilities to figure out the world. Through repetitive play, the young child learns how to keep in mind what's out of sight and how to cause a reaction.
- 28. Piaget’s Theory (3 Stagesof Children’s Development) SOURCE: ASTRAtoy.org by Nancy Stanek The child acquires the ability to use symbols but still requires physical props and concrete situations to solve problems.
- 29. Piaget’s Theory (3 Stagesof Children’s Development) SOURCE: ASTRAtoy.org by Nancy Stanek From physical experience, the school- age child learns to conceptualize. Student relies on experiment and discovery to hotwire the brain
- 30. Mildred B. Parten SOURCE:Early Childhood News The Professional Resource for Teachers and Parents by Carolyn 1932 - developed a system for classifying participation in play. This organization is still considered one of the best descriptions of how play develops in children (Gander, Mary and Harry W. Gardiner, 1981).
- 31. PARTEN’s Classification ofPlay Unoccupied Play Onlooker Behavior Solitary Independent Play Parallel Play Associate Play Cooperative Play SOURCE: Early Childhood News The Professional Resource for Teachers and Parents by Carolyn R. Tomlin
- 32. PARTEN’s Classification ofPlay Unoccupied Play SOURCE: Early Childhood News The Professional Resource for Teachers and Parents by Carolyn R. Tomlin Not actually “playing” watches anything that will catch his interest may play with his own body, move around or follow a teacher
- 33. PARTEN’s Classification ofPlay Onlooker Behavior This stage is termed “behavior” instead of play because this child is content in watching other children SOURCE: Early Childhood News The Professional Resource for Teachers and Parents by Carolyn R. Tomlin
- 34. PARTEN’s Classification ofPlay Solitary Independent Play Children prefer to play by themselves and are not comfortable interacting with other children. SOURCE: Early Childhood News The Professional Resource for Teachers and Parents by Carolyn R. Tomlin
- 35. PARTEN’s Classification ofPlay Parallel Play This stage is also known as adjacent play or social coaction. Children occupy space near others, but seldom share toys or materials. SOURCE: Early Childhood News The Professional Resource for Teachers and Parents by Carolyn R. Tomlin
- 36. PARTEN’s Classification ofPlay Associate Play “Every child for himself.” At this stage, the children are beginning to engage in close personal contact, however, they still consider their own viewpoint as most important.SOURCE: Early Childhood News The Professional Resource for Teachers and Parents by Carolyn R. Tomlin
- 37. PARTEN’s Classification ofPlay Cooperative Play Highest form of children working and playing together They share, take turns, and allow some children to serve as leaders for the group SOURCE: Early Childhood News The Professional Resource for Teachers and Parents by Carolyn R. Tomlin
- 38. References: http://www.astratoy.org/the-importance-of-play.asp http://www.csun.edu/~sb4310/theoriesplay.htm http://www.astratoy.org/piaget-and-play.asp http://www.earlychildhoodnews.com/earlychildhood/a rticle_view.aspx?ArticleID=618 http://theories-theorists.wikispaces.com/Julie+- +Theory+of+Play http://www.webpages.uidaho.edu/css287/287CLSCL .pdf
Editor's Notes
- #7 He is experimenting with the fundamental principles of physics, learning to predict cause-and-effect by discovering how high the blocks can be stacked before they fall.
- #8 Her block structure may be a house, a car, a village, a doll’s bed, or anything she wants it to be. It can be the main event in her play, or a backdrop. Whatever she decides, she is using her imagination and figures out how to make it—and how to fix it when “construction” doesn’t go as planned.
- #9 Her block structure may be a house, a car, a village, a doll’s bed, or anything she wants it to be. It can be the main event in her play, or a backdrop. Whatever she decides, she is using her imagination and figures out how to make it—and how to fix it when “construction” doesn’t go as planned.
- #10 Increasing the size of the vocabulary and the ability to comprehend language Increasing concentration skills Learning to navigate assigned roles Development of capacity to be flexible Expansion of imagination, creativity, and curiosity Reducing aggression
- #18 Play prepares us for adult life by teaching: – team work – role playing – following the rules.
- #28 Squeeze the rubber ducky and it quacks. Drop the ball in the hole and it rolls down the chute all the way to the bottom.
- #29 A preschooler will line up 4 blocks and 4 more and then count up to 8. Then do it all over again using cookies or fingers.
- #30 Now 4+4 can be solved with numbers, not just with objects. Strategy games and brainteasers help children to begin thinking logically and lay the foundation for the acquisition of formal logic later on.
- #31 Young children, who learn to share, take turns, work and play with others show a higher degree of success later in life. Parten found that as children became older and with more opportunities for peer interaction, the nonsocial types (solitary and parallel) declined in favor of the social types (associative and cooperative) (Lorton & Walley, 1979).
- #35 They may play apart with chosen toys, yet within speaking distance, and demonstrate little interest in making contact. Contact may consist of grabbing other children’s toys when the opportunity exists.
- #36 They may talk, but each has their own conversation and there is no attempt to communicate with each other. As an example, one child may talk about going to the circus while another interrupts about going to a fast food restaurant.
- #37 Children lend, borrow, and take toys from others. However, it’s still “every child for himself.” Children are not yet ready to participate in teams or group work, but there should be opportunities for group work so they can gradually learn how to communicate their needs.
- #38 For example, one child may be the policeman, another a nurse, while another is the mother. In cooperative play, three-year-olds play best with approximately three other children; five-year-olds can play successfully with approximately five children.