Types & Development of Play

1. Types & Development of Play 兒童遊戲專題 許錦雲 10/12/2007

2. Types of Play • Social play • Cognitive play • Social-Cognitive play • Informal (free) play • Motor play • Rough-and-Tumble play • Bad play

3. Social play Cognitive play • Parten • Erikson • Howes & Matheson • Piaget • Smilansky

4. Parten’s Types of Social Play (1932) • Unoccupied play • Solitary play • Onlooker play • Parallel play • Associative play • Cooperative play

5. Solitary play • plays alone and independently • different activity • no reference to others

6. Parallel play • plays independently but near or among others • similar toys or activities • beside but not with

7. Associative play • plays with others • conversation is about common activity, but does not subordinate own interests to groups

8. Cooperative play • activity is organized • differentiation of roles • complementing actions

9. Erikson’s social play (1950) • Autocosmic play • Microcosmic play • Macrocosmic play

10. Autocosmic play—world of self; explores own body and the body of mother; repetition of activity • Microcosmic play—world of small, manageable toys and objects; solitary play; pleasure derived from mastery of toys; Macrocosmic play • World shared with others

11. Howes & Matheson (1992) • Parallel play • Parallel aware play • Simple social play • Complementary and reciprocal play • Cooperative social play • Complex social play

12. Parallel play—in proximity and in similar activities but without notice or awareness of each other • Parallel aware play—in proximity and in similar activities with eye contact and mutual awareness

13. Simple social play—engaged in similar activities with eye contact and presence of social bids—talking, giving, holding, etc. • Complementary and reciprocal play—presence of social bids plus “action-based role reversals”, e.g., hide-and-seek, run-and-chase

14. Cooperative social play—enactment of organized constructive or sociodramatic play with complementary roles and communication • Complex social play—engagement in organized constructive or dramatic play with play communication and communication about the play or metacommunication

15. Piaget’s Stages of Cognitive Play • Functional Play • Symbolic Play • Playing Games with Rules

16. Constructive view of cognition 1. Sensorimotor Stage (b-2) 2. Concrete Operations Stage (2/3-11/12) a. preoperational substage (2-4) b. intuitive substage (4/5-7/8) c. concrete operational substage (7/8-11/12) 3. Formal Operations Stage (11/12-16+)

17. Constructive view of play 1. Practice Play Stage (b-2) 2. Symbolic Play Stage (2/3-11/12) a. substage 1 (2-4) b. substage 2 (4/5-7/8) c. substage 3 (7/8-11/12) 3. Games With Rules Stage (11/12-16+) --Constructional and Creative Transitional Play Phase

18. Smilansky • Functional Play • Constructive play • Symbolic/Dramatic Play • Playing Games with Rules

19. Functional Play • occurs during the sensorimotor period in response to the need to be active • characterized by repetitions, manipulations, and self-imitation • includes practice play and exercise play

20. Constructive Play • develops from symbolic play • represents adaptations to problems • includes experimentation with the ways things go together

21. Symbolic Play • referred to as the “play like” or pretend play stage • includes assuming the role of someone else • includes pretending that objects represent something else

22. Playing Games with Rules • begins around age seven or eight • follows rules and limits of play

23. Stages in the development of symbolic play • Prepretense • Pretend self • Pretend other • Substitution • Imaginary objects or beings • Active agent • Sequence, no story • Sequence story • Planning

24. Prepretense : child engages in a approximate pretense but gives no confirming evidence or pretense • Pretend self : child engages in pretense behavior, directed toward self, in which pretense is apparent

25. Pretend other : child engages in pretense behavior directed away from child toward other; pretends the behaviors of other people • Substitution : child uses an apparently meaningless object in a creative or imaginative manner, or uses an object in a pretense act in a way that differs from its usual use

26. Imaginary objects: child pretends that an object, substance, person, or animal or beings is present • Active agent: child animates a toy (e.g., doll, toy animal) that represents a being so that toy becomes an active agent in the pretend activity

27. Sequence, no story : child repeats a single pretense act/scheme with multiple receivers • Sequence story: child uses more than one related scheme in pretense activity • Planning: child engages in pretend play preceded by evidence of planning

28. Social-Cognitive play(Rubin, Watson, Jambor, 1978) • Social play—solitary, parallel, group • Cognitive play—functional, constructive, dramatic, games • 3x4

29. Nonsocial play behaviors(from Loyd & Howe, 2003) • Solitary-passive • Solitary-active • Reticent

30. Solitary-passive behavior • consists of construction play and exploratory activity • is more object-oriented than people oriented • children might not be less socially skilled or emotionally regulated but choose to remove themselves from their peers and focus on objects

31. Solitary-active behavior • consists of dramatic and functional play • were associated with immaturity, impulsivity, peer rejection, and externalizing behaviors • children may want to play with others but have been isolated by their peers

32. Reticent behavior • consists of onlooker and unoccupied behaviors • lack of engagement with physical and social environment • Children want to play with others but feel fearful and anxious • may reflect nonoptimal patterns of peer relations #