Play Midterm
Terms
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- Developmentally Appropriate Practice: the 3 questions to ask
- age appropriate, individually appropriate, culturally appropriate
- age appropriate
- is it an appropriate expectation for that age---need to know typical development
- individually appropriate
- does it fit each child's unique needs
- culturally appropriate
- behavioral expectations---things can differ greatly from culture to culture
- developmentally appropriate practice apply to special needs
- it is most important to be individually appropriate---you can't stick to age expectations when a disorder sets them back
- whole child learning
- foster competence in children in ALL domains--learn in all domains simultaneously
- curriculum
- everything!! the moment they walk into the classroom to the moment they walk out---teach directions, peer communications, play, etc.
- parent's view of play
- the anti-play view is coming back---sometimes viewed as a waste of time---people of minorities and low SES most likely to hold this view---anti public school retroic---low test scores, acheievement gap---push to go back to the basics, and didactic approach to education
- ec/ecse teacher's view of play
- influenced by training--what you were trained is what you believe, the focus on state and national standards influences view of play--many people in EC have no EC background
- administrators view of play
- often oppose play or view as break from academic work--often have very little background or understanding in EC, see play as recess, ---BUT this is all you will see if you arent trained to see what's there
- Exploration
- what does this object do? explore to try to understand the characteristics of an object or environment--low functioning---more exploration ---explorations MORE SERIOUS---COMES BEFORE PLAY
- Play---what is it
- Fluid and abstract--difficult to define, over 100 different dictinoary definitions, NEARLY ANYTHING CAN BE DEFINED AS PLAY, DEPENDING ON HOW IT IS FRAMED--switch back and forth to play often, if a child says it's play IT IS
- play different than exploration
- play to generate stimulation---what can i do with this thing?---play has more positive affect
- toys and exploration
- the newer the toy is, the more exploration they will have to do
- characteristics of play
- positive affect, nonliterality, intrinsic notivation, process orientation , freely chosen
- positive affect
- kids smiling, happy fun
- nonliterality
- play frame--set apart from everyday world and activities
- intrinsic motivation
- do it because it makes you feel good
- process orientation
- its about the process, not end goals
- freely chosen
- it's play you chose to do, really important as to how kids view what they're doing
- functions of play
- imagination, creative problem solving, identity, self expression, social belonging/bonding, physicaly well being
- play is the child's work
- work may or may not be freely chosen--not processes oriented--work is goal oriented--if we want people to value play, we have to learn how to articulate play and what we learn from it
- the 3 r's of development
- play reflects, reinforces and and results in development
- play reflects
- choices about play reflect something on their current developmental stage
- play reinforces
- children practice skills they are learning through play--expands skills
- play results
- learn alternative strategies that may be more effective--expand on concepts, roles and skills
- physical and manipulative play
- babies have reflex that disables them from grasping, then have difficulties letting go
- locomotor play
- includes toys, objects---btwn 1 and 2 years, can manip more because can use both hands---preschool level, much more coordinated--don't have to oncentrate so hard (girls and boys equal)
- rough and tumble play
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superher play, war play, pretend fighting--not having intent to actually harm, tough noises, fighting, wrestling noiese, often prhibited because of space and noise issues
importance? sets up social and physcial boundaries, understand certain sequences better, exercies, imagination, safe and soially acceptable way to address natural aggressiveness - object manipulation (devl of object play)
- once child has good motor control, child has better and more control over object then can generalize actions to variety of toys
- exploratory play (object devl)
- 9 months, mouthing and banging simple forms of exploratory play--exploring toys and objects--more novel and the more complex, the more exploration that is needed
- constructive play
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by age 4, 50% of time is spent in constructive play
GOAL DIRECTED PLAY using materials to MAKE THINGS - block play development
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18-24 months: line them up--make a tower, explore blocks--conceptualize what they can do with them
later, move to labeling what hey are making--final stage, bluiding structure that is incorportated into sociodramatic play - development of symbolic play
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Prior to 15/16 months: generally takes an older play partner to start pretend play
15-20 months: simple, familar actions, imitated (reciprocal)
20-24 months: vocalie about play, offereing tyos, more recip engage
24-30 months: simple theme developing-mutual agreements
30-36 months: more role adoption-pretend to be mommies
preschool years: very elaborate and corrdinated play many more details, shemes invloved - pretend actions/objects (PIAGET)
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12 months: self as agent: pretending-I am the agent of pretending very begining of symbolic play
18 months: outer directed or true symbolic play (all you need for true symbolic--acording to piaget) agent of pretending is SOMETHING OR SOMEONE other than myself (pretending to have a puppy drink) NEED THIS FOR TRUE PRETEND SYMBOLIC PLAY PRETEND ACTION ONTO SOMEONE OR SOMETHING ELSE - transformations
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object, person, place--need to have some level of rep though--substitution symbolism
best WAY to justify play in EC classroom
need to learn that everything reps something
we can tell a lot about symbolic play by looking at what they are transforming - object trans
- first transformation: dvelop early 13-14 months
- person trans
- role enactment
- place trans
- chaning substituting place---loft into puppy store--highest level---don't need object--just use action
- level of sophistication in trans
- depends on when person and place come----when the pretend object becomes more an dmore far off from real
- roles and themes
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role enactment beings sometime during the third year
relfects an awareness of others, role attributes, relationships, and role appropriate actions - types of roles
- funtional, relational, character and peripheral
- functional
- pretending to be a mom, vaccuuming, very familar role child has seen many times and STANDS BY ITSELF
- relational
- familiar role, but shows understanding of RELATIONSHIP of ROLES
- character
- father removed from child's actual experience--doctor, hospital, mcdonalds, teacher--from there, superheros, chacters, get more creative in these roles
- peripheral
- most complex--may not adopt, but will talk about talking through what happens in roles without actually doing it
- silmansky's components of sociodramatic play
- two or more children, language (meta and pretend), transformations, persistence, roel adoption
- sociodramtic play
- combines social and dramatic-social, 2 or more children, one of the highest levels of play, often used together with contructive
- meta language
- communicating about play that is going to take place
- pretend lang
- lang acutally use during play frame
- development of social play
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infants need more sophisticated play partner to keep play going---engage in pretend play wiht mom and dad, sibs
tyos often serve as a mediator for toddler social play - levels of social play (parten)
- solitary, paralle, associative, cooperative---develop in persistent order
- solitary
- 1st to develop (2-2.5 years) playing by yourself
- paralle
- play next to another child (similar toys/activities) but no indication of other child exists
- associative
- play together, talk to each other, loosely organized, little effort to structure water table, trucks
- cooperative
- highly structured and organized, discussion negotiation, definite effort to contorl play group--common role adoption---don't tolerate well with kids floating in and out of group
- controversy over levels of social play
- research doesn't support the hierarchical nature parten describes--don't necesarily drop off or are they less sophisticated---all can be sophisticated --can back down to others once they have mastered all
- subcatergories of solitary play
- reticent, sol active and sol passive
- solitary reticent
- onlooking or observing the child is not actually playing---includes wandering
- sol active
- dramatic play that doesn't involve others
- sol passive
- solitary constructive
- levels of cognitive play (piaget)
- funtional, costructive, dramatic, games with rules
- functional cognitive
- practice play--learning skills and using it over and oer again
- constructive cognitive
- making or creating something--goal directed play
- dramatic cognitive
- pretending
- games with rules
- piaget considers highest---understanding rules and applying them
- how can you assess play
- narratie accounts, checklists, rating scales, technology, documentation
- social competence
- social understanding, accurately perecieve social world--highly integrated with social play
- social cognition
- understanding social world
- social skills needed for play
- turn-taking, sharing, cooperation, perspective taking, neogitation, conflict resolution
- perspective taking
- the ability to simultatneously see things from others points of view while keeping in mind one's own view
- levels of perspective taking
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1st level: only see your view
2nd level: realize ppl don't think same but don't know what they are
3rd level: when can identify both and understand that other thinks about you too - why is perspective taking so important
- without it, it will be really difficult to come up wiht conflict resolution strategies--foundation for everything really
- decentration
- removing yourself from the center--sociodramatic play may hasten this process
- social competence correlates
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social play require children to have certain level of social competence
positive correlations between group dramatic play and social skills
children who engage in high levels of sociodramtic play exhibit higher leels of proscoail behavior
parallel constructive play correlated significantly with teacher ratings of social competence and social problem solving - next to developmental age, what is the single best predictor of how children will react in any given situation?
- GENDER!! true throughout the lifespan
- physical play
- gross and fine muscle activity or the use of boyd parts in play
- differences in physical play
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emerge clearly between the age of 4 and 5---rough and tumble play, tag, wrestle--boys higher
outside: boys higher
girls: sendentary things
humor/fooling-boys - who's the most boisterous
- large boy and large mix groups, and small boy and small mix
- who uses the most physical space
- boys 1.2-1.6 times as much space as girls, boys enter more space than girls
- who's more likely to engage in physical fighting
- boys
- who's the most aggressive
- depends on the type of agression---boys physical, girls relational
- hostile aggression
- can be physical or relational--mad at smeone because they did soething or you think they did something
- girls aggression often used for
- bartering
- boys often more
- instrumentally aggressive---goal oriented---they want something
- who's the most socialble
- depends on what type of socialbility you are talking about
- who are children likely to choose as playmates
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same sex peers---50% of the time
15% is opposite, 35% is both
when asking children, they say they wouldn't play with opposite sex but they do - when are children most likely to cross gender play
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toddlers more likely than preschoolers, girls show gender prefs earlier but level off
boys gender prefs get stronger
constructive play pretty neutral - cognitive resonance theory
- children develop gender identity, value it, then develop gender constancy and want to play wiht kids like them, because of value
- gender typed toy theory
- boys/girls drawn to/prefer different types of tyos--play with people that play with same things you do
- behavioral compatibility theory
- boys ore ative, boisterous, pysical which may amek some girls uncomfrotable again, choose to play with those they are comfortable with
- communication/interaction gender diffs
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wants: boys more direct/demanding and assertive
girls: much more verbal, much less direct, barter, prosocial behavior
conversations: girls more verbal, rely on a lot of conversations: boys more competetive - role adoption/themes gender diffs
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girls: more domestic roles--home, family, nurturing--retain this preference
boys: superheroes, danger things, adopt dominat roles - object play gender diffs
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diffs in toy preferences, diffs in play types, ways toys are used
boys: action figures, construction toys, anything with wheels, push/pull toys, weapons
girls: dolls, kitchen toys, table top activities, coloring, bead,
puzzles are equal - constructive play gender
- gender equal, though functional play is higher in boys
- what age and primarily what gender imaginary friends
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more girls than boys--don't have age
teachers reprimand and sensor boys more - characteristics of imaginary friends
- over 50% of time, same age and gener, girls have boys much more often than boys have girls
- impact of imaginary friends on child's play
- at preschool level, brighter, engage in more fantasy play, stable behavior, some say more prosocial, creative, better play skills
- possible reasons for gender differences
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socialization by parents different for boys and girls, treat boys and girls differently, moms and dads treat differently
socialization by peers: very explicit abot what you can and can't do
teachers: more likely to be involved when stereotypical play
child attributes
biological differences - gender implications for teachers
- consider and respect fam values, provide equal number of toys, engage children in traditional gender roles, provide equal opportunities, value play choices
- personality dimensions/differences
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certain characteristics of an indiiduals behavior that
are consistent
persist across a wide range of situations
are stable over time
are not caused by differeneces in cognitive maturity - personality differencces in play
- some children gravitate to using more objects in play, some use more people, amounts of friends differ, cognitive style, playfulness, fantasy makin gpredispotiiona and imaginative play styles
- field independent
- not distracted by outside environment--more object oriented
- field dependent
- get easily distracted, more ppl oriented
- playfulness
- more playfulness equals more fantasy, better able to suspend reality, more humor, jokes
- depressed children and play
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showed little symbolic play
displayedmore nonplay behaviors
some theorist consider imaginative play/creativity to be roots of mental health and social adjustment - teacher involvement
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HOW teachers interact with children during play is more important than HOW MUCH they interact
quality vs. quantity--more is not always better - words to the wise about how to be involved
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don't be intrusive
do not overpower the play
do not overstructure the play
do not interupt the play to teach academic concepts
observe before becoming involved
wait to be invited - play training outside intervention
- teacher remains outside the play frameand makes comments and suggestions aimed at encouraging socidramatic play (can do this with any type of play)
- inside intervention play training
- teacher takes dominant role and and engages in play
- thematic fantasy play play training
- adult reads a story, assigns role, and helps children act out roles, teacher may take role, but often is narrator--helps kids get familiar with books---good way to get kids involved who usually dont become involved
- onlooker adult role
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teacher observes children, occasionally nod or give signs of approval, do not interrupt or join in play, snds message tha play is important, helps teachers understand play and children's level of development, allows teachers to choose appropriate levels of involvement
never enter play, learn where children are devel, plan appro interventions, - stage manager
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help children prepare
lend assistance and suggestions
do not enter play
use scaffolding--one of the best times
help organize
ongoing assisstence
teachers most comfortable with this--sometimes lose our own ability to play and feel silly when in the acutal roles - coplayer
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teacher enters play
equal player
assumes minor role
models sociodram play skills
expands play by asking for things - play leader
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enters play
dominant role
usefuly when there is difficulty starting play or play is getting stuck
extends, enriches adds tensino or new elements
superhero play most likely to get stuck--be fam with themes kids are using, add new plots, once play gets going, get out of that role - uninvolved
- not onlooker, pay little attentino other than safety monitors who issue verbal warnings, use time for paperwork and chatting---all prep should be done BEFORE children get there
- director
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controls the play
remain and sidelines and directs play
children tend to leave the area
notice diffs between director role and play leader role
telling kids what to do, directing and dominating--types of kids that get rejected from play - redirector
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play is interupted to teach academic concepts or interjet reality
soetimes referred to as spokesperson for reality
reactions from children varied, depending upon circumstances - how do we decide to become involved
- observe, decide on purpose or goal, choose appropriate level, remain felixble, switch from more to less intrusive roles when the play is underway
- context
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everything that surrounds event/behavior occuring BROF: entire situation, beavior/event part of context everything is intertwined
micro, meso, exo, macro - four contexts that maximize play possibilities
- places rich in experience, places rich in play, places rich in teaching, places rich with people
- places rich with experience
- many opportunities for children to experiece, especially new things--experiementing
- places rich in pay
- variety of play situations, materials and spaces for play
- places rich in teaching
- teachers have lots of knowledge, variety and interact with the kids
- places rich with people
- children eposed to a wide variety of ppl with diverse backgrounds and experiences
- spatial density
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amount of space available per child
formula: area of room-unusable space/number of children=spatial density
room area= width x length
unusable space: width x length of furniture and area too small for play - spatial density affects on play
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decreased amounts of motor play when density decreased
less group play and more aggressive plays - open materials
- low structure-allow children many ways to use them--blocks, sand, tinker toys, duplos--no set way to use materials
- closed materials
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high structure-used in a very limited manner--puzzles, books, video games
the more realistic, the more closed it is
high realism--barbie, exact replicas, very deatils
low realism-- can be used in a variety of ways--non scripted rag dolls - relationship between toys and social interaction
- amount of toys correltated with level of social interaction in play---more toys, less interaction
- biggest barrier to successful inclusion
- teacher attitudes!!!---lack of knowledge on inclusion
- effect of proximity alone?
- proximity alone will not result in maximum success
- inclusion strategies
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chidlren are first and foremost, children
do not stereotype
whole child lens
co teaching ec and ecse
scaffolding
adapt the enviro
provide space cues
warn of transistion
allow enough time for all chidren to experience success
remove small hazards
peer mediated strategies
appropriate materials