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Terms
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- Classical Theories
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Surplus Energy theory
Relaxation Theory
Re-exercise/instinct theory
Recapulation theory - Surplus Energy Theory
- Children have more energy than needed for work so excess is used to play
- Relaxation Theory
- Play is used to create energy for work
- Re-exercise/instinct theory
- children's instinct to play to prepare for adult behaviour
- Recapitulation Theory
- Play resembles primitive evolution
- Psychoanalytic theories
- Freud and Erickson: social-emotional. Play reduces anxiety and resolves issues
- Developmental theory
- Jean Piaget: assimilation and accomodation of mental schema. Constructivism
- Constructivism
- learning by building on previous experience
- Stages of development (PIAGET)
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sensorimotor stage 0-2
early preoperational stage 2-4 - Stages of Development PIAGET (GOOD)
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sensorimotor stage 0-2
early preoperational stage 2-4
late preoperational 4-7
concrete operational stage 7-12 - sensorimotor stage
- 0-2. functional play. Interacting with objects in physical environment. Exploring objects. Repetitive (practice) actions. Dev'p motor skills.
- Early Pre-operational Stage
- 2-4. Learn to use symbols in play. Pretending objects are something else. Satisfy own needs. Reflect everyday actions (cooking etc.)
- Late Preoperational stage
- 4-7. reproducing past events and creative complex symbolic play. More social and different roles. Less realistic props. Can be drawing or making up stories.
- Concrete operational stage
- 7-12. games with rules. Can think abstractly and objectively. Less egocentric. Group projects. Play with rules.
- Mental Schema
- childs understanding of a concept. (image)
- Assimilation
- looking at new experience in terms of what already understood
- Accomodation
- adjusting previous understanding to accommodate new information
- Equilibrium
- when experience doesn't fit with schema, accomodation occurs. Then equilibrium is achieved. Need for equilibrium motivates accomodation
- Styles of play
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functional play
Constructive play
Symbolic Play
Games with rules - Functional play
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mostly in sensorimotor. Includes:
repetitive play
exploratory play
testing play - Constructive Play
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Blocks lego clay etc.
Includes:
(re)productive play
constructive play (creative) - Symbolic Play
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early preoperational. includes:
imitative play
pretend dramatic play
sociodramatic play
fantasy play - Games with rules
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7-12 includes
rule bound play
competitive play - Repetitive play
- repetition of physical to master skills. Babbling/following with eyes
- Exploratory play
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toddlers.
when exposed to new material.
pushing, pulling, filling, emptying, knocking down, piling up, climbing over and under, language, what to do with new things, arranging blocks, spread out tracks ..spacial concepts - Testing play
- toddlers test reaction of their actions on objects. kicking balls..what happens when I? How high, hard, far, testing ability.
- (Re)productive play
- around two yrs. simple materials used to construct something. Satisfying own need. Building things (ie: tracks)
- Constructive (creative) play
- 3-5. practice symmetry, designing with things. aesthetics.
- Imitative play
- sensorimotor: pretend games with adult. Patticake peekaboo back and forth imitating adult
- Pretend dramatic play
- preoperational. solitary. version of adult behaviour. Symbolic use of objects. Pretend to be a family member. Prop that clearly represents symbol. Square-phone. Familiar props
- Sociodramatic play:
- group of children to express emotion. remember events. more realistic looking. acting out a drama. collaborate/social play. more complex
- Fantasy play
- not based on real events. Being imaginary characters. Early preoperational. Acting out a story
- Rule bound play
- arranged around rules. make up rules before playing and learn to use the rules.
- Competitive play:
- opportunity to dev'p abilities. learn sportsmanship 9-10
- Social context of play..types of play
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onlooker
solitary play
parallel play
associative play
cooperative - onlooker
- watching and engaging mentally. sometimes imitate after play is over. sometimes want to join
- solitary play
- playing alone when there is a choice to play with others. Young and egocentric. Also in all stages this can be chosen
- Parallel play
- Playing side by side but not interacting. Using same materials. Talking to selves. Toddlers beginning to interact.
- Associative play:
- loosely defined group. Similar materials. Own agenda but do interact. No group plan. Talk or share material (ie: mural with no plan) 3-4
- Cooperative play
- group play with common goal (mural with a plan) complex and lengthy
- Vygotsky areas of development
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affective/emotional
cognitive
social - Vygotsky vs. Piaget
- stages of play and interrelationship rules and play. Fantasy governed by rules as well for self regulation vs. games with rules later.
- Components of imaginary play
- rules attached to roles and scenarios. Helps practice self regulation. Acting according to rules.
- ZPD
- zone of proximal development. Assisted and independent.
- Play development
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imaginary situations
roles
rules (hidden or implicit)
language permeates - how to foster mature play
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sufficient time
help plan play
provide props that are multipurpose
help enter play
change structure to fantasy
appropriate dispute resolve negotiating - Adults provide
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space: dividing sections, proximity tone
material: amount, relevance, symbolic distancing
support: decisions to be involved, how to support
planning: teacher initiated, suggest or direct - why get involved:
- approval for play, building relationship, persistence, go longer and keep focused on play, stretch attention span
- indirect to direct involvement
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artist apprentice
peacemaker
guardian at the gate
parallel player
spectator
participant
match maker
story player
play tutor - artist apprentice
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gives prop or material to introduce to play. Adds new ideas to play and extends time and complexity. saves work to extend later
- peacemaker:
- kids arguing: give idea or new material/role. Model flexibility in thinking as well. Help learn to resolve. Suggest other roles (vs. good bad) encourage to recognize what others feel or think
- Guardian at the gate:
- help new child enter play once established. When good time change in play. Give strategies (prop or role) go with the child if worried and gradually withdraw
- Parallel player:
- sit beside play and do something diff to see if they notice. If not, suggest
- Spectator:
- interject ideas from sidelines, timing sensitive
- Participant:
- take role in play but not main role
- Match maker
- pair children together. Peer scaffolding. One can help other etc.
- Story player
- write down stories dictated by child. support play by recording. revisit and go deeper
- play tutor
- model how, active participant, help learn, extra support needs or with barrier towards playing
- effective ece
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passion
perseverance
willing to take risks
pragmatism (compromise)
patience
flexible
respect
creative
authentic
love of learning
high energy
sense of humour
- dispositions to acquire
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delight in and be curious about dev't and learning
value play
expect change and challenges
take risks make mistakes
take time for regular reflection and self evaluation
welcome collaboration
be advocate, watch dog and whistle blower