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| Play is a mechanism for resolving the pressures that a child feels |
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| Fantasy play allows children to deal with reality on their own terms |
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| Instinct anxiety is our fear of our own desires or instincts (sex, food, anger) |
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| Object Anxiety is our fear of the outside world (adults, power figures, danger) |
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| Play si the ego (who we are as a person), the balance or stage between Id (our basic desires) and Superego (our controlling conscience) |
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| Play si the ego (who we are as a person), the balance or stage between Id (our basic desires) and Superego (our controlling conscience) |
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| Play has an important role in normal development |
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| Play has a therapeutic role; serves as an avenue for dealing with experiences that have proved to be maladapted |
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| Play provides a psychologically safe context where what is desired can be obtained, in the world of fantasy |
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| Play, in the form of fantasy or pretense, is a reflection of children's efforts to deal with those things that are out of their control that are placing their desires |
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| Tabula Rasa: each child is born as a blank slate |
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| First to specify that play is good and desirable for children |
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Enlightenment thinker
-linked play with the mind and thinking, as a source of creativity
-acknowledgement the value of play for recreation and identifying aptitudes |
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| The things we di when we grow up are through the teaching of others and the experience of others |
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| Saw play as a necessary part of childhood. Children are players by nature, pursuing their imaginative fancy for the pleasure that it brings |
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| Experiences contributed to the child's health and spirit |
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| Play had an important role in improving attitude, aptitude, and physical well-being |
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| Reason and creativity (music and poetry) |
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Enlightenment thinker
-Adult play (imagination or free play of the mind) is the context in which knowledge and reason operate |
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| Play drives us to pursue knowledge |
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| Play is the basis for the arts and morality |
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Never linked play to activities, play goes in the head
-we have no clue what his play looked like |
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| There are seeds of reason in us, we are NOT blank slates |
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| Takes his idea from Kant and went a step further |
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| "Surplus energy" play is energy left ober after work is completed |
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| Physical play can be sports/festivals that involve the use of excess physical energy |
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| Symbolic/dramatic play was expressed through the arts |
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| Play is our route to higher level of creativity and spiritual thought |
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| We play to relive our genetic past |
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| Play gets the primitive past out of the child's system |
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| Recapitulation theory: each organism recreates the evolution of the species during its development |
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The 5 Genetic stages
-Animal (climbing and swimming)
-Savage (tag, hide and seek)
-Nomad (pet care)
-Agriculture (digging, construction)
-Tribal (team games, sports) |
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| Though wrong is his category, he started the study of stage |
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| Child centered curriculum: based on interest, not society |
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| Creating communities through play |
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| Using play to promote democracy |
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| Play actions, as communicative efforts, were described as the way children form ideas |
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| The experience of pretend play allows children to actively make meaningful what is most important to them |
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| Freedom and intrinsic motivation were seen as defining elements of play, as a means of exploring personal and shared interests |
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| Through play children learn to express themselves |
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| The language of play is important |
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| Actions taken seriously in reality are not taken seriously in play |
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| Children give each other signal that play is going on (Animals give signals too: wagging tails) |
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| Children create a "Frame" where play takes place. They step in and out of the frame using codes, signals, and cues. |
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| Childhood play (i.e fantasy) allows children to develop role flexibility, so they can move in and out of the many roles they will eventually take in life |
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| Builds on Bateson's Play Frame |
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| Children invite others to "pretend" and they often indicate what frame is relevant to the play. They negotiate and refine their play frame, then enact it. When the frame becomes boring or threatening, they may terminate or alter it |
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| Children communicate to create a shared "as if" world |
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| Begins at 2 or 3; continues throughout life |
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locates 5 types of talk/signals that children use during "as if " pretend play
1. Preparatory Talk ("Let's play" "These dolls are mine"
2. Explicit Directions for Pretend (9 types of transformation)
3. Within Pretend Talk (enactment talk: talking as the role you're playing, "I am the doctor, I'm going to give you a shot, don't cry")
4. Negation of Pretend ("I don't want to play anymore")
5. Play Signals (Altered tone of voice, giggling, winks) |
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| What it lacks as a theory, it focused on girl play (verbal), not on boy play (non-verbal) - boys play just as much as girls do, but without as many of the language signals that girls use |
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| Also looked at language in play, builds off of both Bateson and Garvey |
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| Theorized that language during play serves social functions for creating play groups, including children's efforts to exclude others form play |
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| Patterns of play talk reveal who has power in the groups and what is the relative social status of players |
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| Garvey had looked at how language was used to pretend, but ___ looked at how groups used language to arrange social status, social power and shared values |
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| Nativist theory of language learning |
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| Language is learned innately through a Language Acquisition Device (LAD): contains a set of rules common to all languages that children use to understand the rules of their language |
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| The LAD is part of the brain used to understand symbolic language |
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| The Lore and Language of School Children |
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A collection of rhymes, songs, and games from across Great Britain.
-Published 1959 |
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| The information was collected from the school children themselves, around 5,000 children participated |
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| Play is fulfillment: we have desires that we cannot actually fulfill so we act them out through play |
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| The way kids play isn't necessarily what they know, it may be the way they wish tings would be |
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Stage 1: Functional (Exploratory, Sensorimotor) Activity
Stage 2: Symbolic Play (Construction, and Role Play) Representing Experience
Stage 3: Games with Rules |
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| Development precedes learning |
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Play serves many functions
-gratification
-has a set of rules that we must follow
-leads to a new learning (Zone of Proximal Development) - scaffolding |
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Play has stages
0-3 no play (imitation only)
3-7 symbolic play
7-12 games with rules |
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| Stages based on ability to imagine and to follow and understand social rules |
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| Learning precedes development |
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| Play is a process toward adult forms |
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| Play is about problem solving |
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| Play is a setting where we create narrative |
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| Play os an opportunity to practice activities in a safe setting (similar to Groos) |
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| Play is preparation for adulthood |
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| Interactionist: Language learned throughout socialization and inner capabilities |
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| Interactionist: Language learned throughout socialization and inner capabilities |
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| Higher in pitch, simple vocabulary, and shorter sentences |
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One word speech
-"Milk" means I want milk |
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| Behaviorist, language learned through reinforcement and imitation |
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| Nativist, language learned innately through a Language Acquisition Device (LAD) |
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| Language learned though socialization and inner capabilities |
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| "Let's Play" "These dolls are mine" |
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| Explicit Directions for Pretend |
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| 9-types of transformations: "I'll be the truck driver" "You be the policeman" "We'll be heroes" Action, roles, transformations |
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(Enactment Talk) Taking on the persona of our role
Ex. "I am the doctor, I'm going to give you a shot; Don't cry." |
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Saying no to play
Ex. I don't want to play' "No that's stupid" |
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Signals between children to show they are playing
I.e. Laughing, Tone-pitch change, Facial expressions, etc. (Noises) |
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| The frame is that which we signal when we indicate to others that we want to shift from reality to imaginary |
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| We develop in psychological stages, play changes as we develop |
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| Play is a way of working out traumas |
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