1. 21st Century Play
Classic Theory

2. 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)

3. 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

4. Classical Theories
Friedrich Froebel ( )
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)

5. Classical Theories
Maria Montessori ( )
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

6. Classical Theories
Susan Isaacs ( )
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

7. Classical Theories Founder of the Waldorf School- educational theory
Rudolph Steiner ( )
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)

8. Classical Theories
Margaret McMillan ( )
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

9. 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

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

11. 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

12. Further Reading
Understanding Children’s Development (2005) Smithy, Cowie, Blades
Advanced Early Years Care and Education (2004) Mac-Leod- Brudenell