21st Century Play Classic Theory

Session Aims/Objectives Aim- Examine the history and classical theories of play Objectives Presentations 10min, six classical play theories Observe, record and discuss theoretical perspectives Identify play intrinsic/extrinsic activity Identify 3 categories of play Examine/Discuss the history of play across the centuries (Victorian Children)

Presentations Group 1: Froebel Group 2: Montessori Group3: Issacs Group4: Steiner Group 5: Mc Millan Group 6: Goldschmeid Make notes during presentations/complete peer feedback

Classical Theories Friedrich Froebel (1782-1852) Published work ‘The Education of Man’ Influenced kindergarten and nursery school movement Kindergarten- German ‘child garden’ (Gifts) Studied Pestalozzi for two years Emphasised: ‘Play, truly recognised and rightly fostered, unites the germinating life of the child attentively with the ripe experiences of the adult and thus fosters the one through the other’ (Froebel, 1906)

Classical Theories Maria Montessori (1870-1952) Emphasised the importance of ‘real life’ play experiences Constructive play materials, colour and shape matching Did not value pretend or socio-dramatic play- seen a primitive escape from reality Encouraged children to serve food for themselves, rather than play at meal times in a ‘play house’ De-centring of teacher role/ Hi Scope

Classical Theories Susan Isaacs (1885-1948) Play as essential to both emotional and cognitive growth of young children United education, psychology and psychoanalysis Parents are the child’s first educator Play is a child’s work Emphasised the importance of emotional development in young children Symbolic and fantasy play could be a release for a child’s feelings

Classical Theories Founder of the Waldorf School- educational theory Rudolph Steiner (1861-1925) Founder of the Waldorf School- educational theory Emphasised that the spiritual dimension important Three aspects of development: Early Childhood Middle Childhood Adolescence Open to all children, co-educational, twelve year school, teachers who are in contact with children have primary control of school (broad curriculum, developmental stages)

Classical Theories Margaret McMillan (1860-1931) Considered that the natural end of early childhood was reached at the age of seven Latency period theory- birth to seven important developmentally Child needs a rich and stimulating environment Formal education as reflected in New Zealand, First seven years for ‘playing’ Emphasised importance of outdoor play

Classical Theories Eleanor Goldschmeid (1994:89) Heuristic Play- prompts secondary language i.e. ‘this feels hard’ Developed treasure baskets based on principles of Piaget’s approach Exploring a range of objects stimulate physical and cognitive development without adult intervention Heuristic approach tends to encourage egocentric, rather than social play

The Development of Play Name 3 kinds of play you may encounter in your workplace settings? How do you support children’s play experiences?

The Development of Play Main identified categories of play: Loco motor/ Physical Activity play- covering exercise play/rough and tumble play Play with Objects Socio-dramatic play Language play

Further Reading Understanding Children’s Development (2005) Smithy, Cowie, Blades Advanced Early Years Care and Education (2004) Mac-Leod- Brudenell www.treasurebaskets.org www.infed.org www.kheper.net