Importance of Play

Milestone

Social competenceSocial competence

Contribute to Contribute to improvements in social improvements in social skills, problem solving, skills, problem solving, social knowledge, social knowledge, friendships, self-esteem, friendships, self-esteem, emotional regulation emotional regulation and social acceptance and social acceptance (Cohen, 200; Spinrad et (Cohen, 200; Spinrad et al. 2004)al. 2004)

Definition

No single definition – researchers prefer to No single definition – researchers prefer to deal with specific forms/subtypes of play:deal with specific forms/subtypes of play:

1)1) FunctionalFunctional

2)2) ConstructiveConstructive

3)3) Pretend/SymbolicPretend/Symbolic

4)4) Games with rulesGames with rules

Not to be interpreted as stage-like, as children are often interested in several kinds of play and play styles may emerge earlier or later

Functional

Simple repetitive Simple repetitive muscle movements muscle movements with/without object (e.g. with/without object (e.g. shaking a rattle)shaking a rattle)

Constructive

Involves Involves manipulation of manipulation of objects with the objects with the intention of intention of constructing constructing something such as something such as a cut and paste a cut and paste activityactivity

Pretend/Symbolic

Involves letting an Involves letting an object or person object or person symbolise a thing it symbolise a thing it is not, such as is not, such as eating from toy eating from toy crockery, crockery, pretending to be pretending to be parents or flying a parents or flying a spaceshipspaceship

According to Piaget (1962), reality does not According to Piaget (1962), reality does not intrude on play, thus make believe play fades intrude on play, thus make believe play fades as the child becomes more competent at as the child becomes more competent at coping with real objects and situations in the coping with real objects and situations in the real world.real world.

Linked to social competence: Perry & Bussey Linked to social competence: Perry & Bussey (1984) – more popular, patient, cooperative, (1984) – more popular, patient, cooperative, creative, friendly, linguistically fluent, patientcreative, friendly, linguistically fluent, patient

Games with rules

Children play Children play games with games with rules, such as rules, such as hide-and-seek or hide-and-seek or computer gamescomputer games

According to Piaget, hypothetical thinking According to Piaget, hypothetical thinking allows them to invent new rules, new games allows them to invent new rules, new games and think through strategies.and think through strategies.

Competitive games (chess, card games) Competitive games (chess, card games) require children to consider actions and require children to consider actions and intentions of other player/s = decrease intentions of other player/s = decrease egocentrism.egocentrism.

Piagetian view

Sensorimotor play Sensorimotor play (functional)(functional)

Around 12 months: Around 12 months: dramatic play (child dramatic play (child pretends to sleep or drink pretends to sleep or drink out of an empty cup)out of an empty cup)

18 months: new form of 18 months: new form of dramatic – can pretend a dramatic – can pretend a stick is a gunstick is a gun

3 years: sociodramatic 3 years: sociodramatic play –imitations of seen or play –imitations of seen or heard. heard.

Pretend play peaks Pretend play peaks around 5 years and around 5 years and declines. Replaced with declines. Replaced with games with rules.games with rules.

Mildred Patten (1932)

FIVE MODES OF PLAYFIVE MODES OF PLAY

1)1) Solitary play (infants and young toddlers) – activities Solitary play (infants and young toddlers) – activities pursued alonepursued alone

2)2) Onlooker play (start of preschool) – observing the play of Onlooker play (start of preschool) – observing the play of their peerstheir peers

3)3) Parallel play – pursuing similar activities without Parallel play – pursuing similar activities without interactinginteracting

4)4) Associative play (slightly older preschool child) – sharing Associative play (slightly older preschool child) – sharing ideas and materials in pursuit of a common goalideas and materials in pursuit of a common goal

5)5) Cooperative play (about 3 yrs) – each child assigned Cooperative play (about 3 yrs) – each child assigned specific roles in pursuit of a common goalspecific roles in pursuit of a common goal

Preferred play mode

A child who wanders aimlessly or engages A child who wanders aimlessly or engages in functional play may exhibit cognitive in functional play may exhibit cognitive social delays.social delays.

As children become more socially mature, As children become more socially mature, they become more eager for social playthey become more eager for social play

Solitary play never disappearsSolitary play never disappears

Onlooker behaviour does not disappearOnlooker behaviour does not disappear

Cultural differences

Farver & Shin (1997) compared social pretend play Farver & Shin (1997) compared social pretend play of Korean and Euro-American preschoolers.of Korean and Euro-American preschoolers.

US children – superheroes; act out themes of danger US children – superheroes; act out themes of danger and fantasy. Also talked a lot about their own and fantasy. Also talked a lot about their own actions, reject other ideas and bossed others aroundactions, reject other ideas and bossed others around

Korean children - family roles and enacted everyday Korean children - family roles and enacted everyday activities. More focused on their partner’s activities activities. More focused on their partner’s activities and more prone to make polite requests and agree and more prone to make polite requests and agree with one anotherwith one another

Gender differences

Parents tend to have different attitudes to the Parents tend to have different attitudes to the play of their male and female children.play of their male and female children.

By age 2 or 3, preferences show differences.By age 2 or 3, preferences show differences.

Social learning theory suggest children learn Social learning theory suggest children learn to engage in particular activities because they to engage in particular activities because they are rewarded for doing so. E.g. girl + are rewarded for doing so. E.g. girl + dolls/kitchens = smiles and positive remarks. dolls/kitchens = smiles and positive remarks. Boys = frowning/”sissy”Boys = frowning/”sissy”

Fathers appear more concerned with sex-Fathers appear more concerned with sex-appropriate behaviourappropriate behaviour

Adolescent and Adult play

Recent research has shown that play continues to Recent research has shown that play continues to have positive outcomes for social competence in have positive outcomes for social competence in adolescence and adulthood.adolescence and adulthood.

Durkin & Barber (2002) found that 16 yr olds who Durkin & Barber (2002) found that 16 yr olds who played computer games scored more favourably played computer games scored more favourably on family closeness, activity involvement, positive on family closeness, activity involvement, positive school engagement, positive mental healthschool engagement, positive mental health

Richman & Shaffer (2000) found that university-Richman & Shaffer (2000) found that university-aged adolescents who play sports report a positive aged adolescents who play sports report a positive body image, enhanced perception of physical body image, enhanced perception of physical competence and a more flexible gender identitycompetence and a more flexible gender identity

Benefits of Play

Play discharges energy, their needs to compete, act Play discharges energy, their needs to compete, act aggressively in socially acceptably ways and learn how to aggressively in socially acceptably ways and learn how to get along with others. get along with others.

Prepares the young for adult lifePrepares the young for adult life

Great deal of pretend play = better results of Piagetian Great deal of pretend play = better results of Piagetian cognitive development tests, language skills and creativitycognitive development tests, language skills and creativity

Social play = more popular and socially matureSocial play = more popular and socially mature

Contributes to healthy emotional developmentContributes to healthy emotional development