Play

Play (1932) 2

Play Play is… pleasurable (1932) something the child chooses to do Notice the child in the green top? 3

Play… Involves active participation Is open-ended Is in the control of the players Often involves ‘pretending’

Play supports the development of: Skills, by allowing repetition and practice problem-solving concept self-concept and self-esteem social skills (1932) Children naturally encounter situations that require them to solve real problems in creative ways Exploring the environment develops children’s concepts and understanding about the world self-concept and self-esteem by allowing them to be in control and initiate learning social skills Interacting with others assists children to learn to manage their own behaviour to meet cultural expectations. 5

Types of play (1932) PLAY WITH OBJECTS Sensorimotor Play with Objects Constructive Play using Objects Dramatic Play using Objects Imaginative Play Using Objects Games with Rules Sensorimotor Play with Objects Most commonly seen in infant and toddler play, although it can be seen in children of all ages. Constructive Play using Objects This type of play begins at the earliest level when a toddler places one block on top of another to build a simple tower. Dramatic Play using Objects Dramatic play involving objects requires the child to combine two specific play skills: Representational skills, where the child uses objects as props for the pretend play. Imaginative Play Using Objects Children use small props that can be easily held in their hands such as miniature people, animals, tiny rugs, furniture etc. Games with Rules Children are introduced to games with simple rules such as turn taking during infancy, for example, playing peek-a-boo. Rules can progress to become quite complex. Rules can be fixed as in board games, traditional children’s games and sports. Role play or pretend play skills, where the child physically creates a pretend role for themselves based on a role they have observed and uses real, pretend, or imaginary objects to support this type of play. 6

Types of play (1932) SOCIAL PLAY Play with Adults Solitary Play Parallel Play Associative Play Co-operative Play Play with Adults Learning to play with others usually begins with interactions between the infant and the parent. Solitary Play Children 12 months to 18 months usually play alone rather than with other children. Children engaged in solitary play can be absorbed in their own interactions with objects or toys. They seem unaware of other children and do not seek interactions from others who may be nearby. Parallel Play From about the age of two years children begin to play near other children without being interested in what the other children are doing. This involves the child playing side-by-side but not with the other child. Associative Play Associative play is the beginning of social play and describes children playing in the same area, using the same materials. There may be some discussion about the activity and even sharing of materials, but, children are not playing the same game. Co-operative Play By about three years of age, children begin to engage in meaningful interactions and communications with others about their play. Co-operative play involves the exchange of ideas and the sharing of materials. 7

Types of play DRAMATIC PLAY Stage 1: Imitative Role Play Stage 2: Make Believe Play Stage 3: Socio-dramatic Play (1932) Imitative Role Play Make Believe Play Sociodramatic Play 8

Parten’s stages of play Mildred Parten identified 6 stages of play. These stages of play are cumulative. Children may go back to the early stages even when they are capable of the highest level. 9

Parten’s stages of play Unoccupied Unengaged with other children or activities Non-play Onlooker Watches others at play 10

Parten’s stages of play Solitary Plays alone Parallel Plays independently but uses some shared materials or space 11

Parten’s stages of play Associative Engages in same activity as others but not with a common purpose Some interaction occurs such as comments, observation or imitation. The child in the floral hat is engaged in associative play 12

Parten’s stages of play Cooperative engages in interactions with others children take role as leaders and followers There is give-and-take and sharing of ideas and common goals Trainer note: The following series of slides provides various examples of play For each slide ask students to: Identify the stage of play The type of play Possible learning outcomes 13

Play and culture Not all cultures regard play in the same way. In many Asian cultures play and learning are not linked. (1932) 14

Play and culture In Reggio Emilia programs (Italy), play is an integral part of all children’s activities with an emphasis on social interaction. In many western cultures (Europe, America and Australia) child-initiated play is strongly linked to development and learning.

Play Identify the stage of play: Sensorimotor Play with Objects The type of play: Are these babies playing together ? Is this solitary or parallel play?? Possible learning outcomes: exploring properties of objects 16

Play Identify the stage of play: Sensorimotor Play with Objects Most commonly seen in infant and toddler play, although it can be seen in children of all ages The type of play: Solitary Play Possible learning outcomes: exploring properties of objects & cause & effect 17

Play Identify the stage of play: Constructive Play using Objects This type of play begins at the earliest level when a toddler places one block on top of another to build a simple tower. The type of play: Parallel Play Possible learning outcomes: position of body in space, problem solving, planning 18

Play Identify the stage of play Constructive Play using Objects This type of play begins at the earliest level when a toddler places one block on top of another to build a simple tower. The type of play: Associative Play (supported by adult) Possible learning outcomes: problem solving, turn taking, planning 19

Play Identify the stage of play: Constructive Play using Objects The type of play: Solitary Play Possible learning outcomes: reasoning, planning, problem solving, concept development such as matching, fine motor skills 20

Play Identify the stage of play: Constructive Play using Objects The type of play: Solitary Play Children may also engage in parallel, associative or co-operative play in sandpit. Possible learning outcomes: texture, weight, volume etc, problem solving, cause & effect 21

Play Identify the stage of play Constructive Play using Objects The type of play Parallel Play Possible learning outcomes: primarily focused on sensory stimulation 22

Play Identify the stage of play: Constructive Play using Objects The type of play: primarily Solitary Play can also be Parallel Play or Associative Play Possible learning outcomes: sensory stimulation, fine motor development, problem solving, creativity 23

Play Identify the stage of play: Constructive Play using Objects The type of play: Solitary Play or Co-operative Play Possible learning outcomes: planning, classification, problem solving, ordering 24

Play Identify the stage of play: Games with Rules Children are introduced to games with simple rules such as turn taking during infancy, for example, playing peek-a-boo. Rules can progress to become quite complex. The type of play: Solitary Play Possible learning outcomes: planning, classification, problem solving, ordering Playing alone on problem solving tasks promotes persistence which is an important cognitive skill. 25

Play Identify the stage of play: Constructive Play using Objects The type of play: Solitary Play or Associative Play Possible learning outcomes: planning, problem solving, ordering, classification, creativity 26

Play Identify the stage of play: Constructive Play using Objects The type of play: Solitary Play or Associative Play Possible learning outcomes: planning, problem solving, ordering, classification, creativity 27

Play Identify the stage of play: Constructive Play using Objects The type of play: Solitary Play Possible learning outcomes: planning, problem solving, creativity 28

Play Identify the stage of play: Dramatic Play using Objects Dramatic play involving objects requires the child to combine two specific play skills: The type of play: Co-operative Play Possible learning outcomes: planning, problem solving, language, leadership,, negotiation 29

Play Identify the stage of play: Constructive Play using Objects The type of play: Solitary Play or Co-operative Play Possible learning outcomes: planning, classification, problem solving, ordering, negotiation 30

Play Identify the stage of play: Constructive Play using Objects The type of play: Solitary Play Possible learning outcomes: language, fine motor, higher order thinking, predicting, imagination 31

Play Identify the stage of play: Constructive Play using Objects The type of play: Solitary Play or Co-operative Play Possible learning outcomes: problem solving, planning, motor skills development 32

Play Identify the stage of play: Constructive Play using Objects The type of play: Solitary Play Possible learning outcomes: planning, problem solving, ordering – this child spent a few hours joining the pipes & problem solving as he worked 33

Play is fun! Identify the stage of play: Constructive Play using Objects The type of play: Solitary Play Possible learning outcomes: planning, problem solving, ordering – this child spent a few hours joining the pipes & problem solving as he worked 34