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66 Cards in this Set
- Front
- Back
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the following six traits characterize which family of play
1. intrinsic motivation 2. focus on means rather than ends 3. organism-centered rather than object- centered behavior 4. in non-instrumental/ symbolic- non-serious 5. freedom from externally imposed rules 6. active engagement |
play as disposition- Rubin
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this family of play characterizes play by taxonomies
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play as observable behavior
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this family of play characterizes play..
conditions under which play occurs: - freedom of child choice - minimal adult direction - interesting environment/ objects nature of play in a specific culture |
play as context
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this theory of play is prior to 1920, and philosophy based
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classical
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this theory of play is after 1920 and research based
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modern
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this theory of play states:
1. surplus energy theory 2. recreation/ relaxation theory 3. pre-exercise theory 4. recapitulation theory |
classical theories
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the following theories are under which category?
1. arousal modulation theories 2. psychodynamic theories 3. cognitive developmental theories 4. sociocultural theories |
modern
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play reaches optimal arousal levels
whose theory? which category? |
Ellis, Arousal modulation theory - modern
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difference between exploratory and play behaviors
whose theory? which category? |
Hutt, arousal modulation theory, modern
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Erikson's model of play therapy is under which theory?
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psychodynamic theory
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play develops behaviora innovation and flexibility, leading to adaptation and problem solving
what type of theory? and which category? |
adaptation theory-- in cognitive developmental theory-- modern
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play according to classification of games:
- practice games - symbolic games - games with rules whose theory? which category? |
Piaget, cognitive developmental theory-- modern
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what are the 2 sociocultural theories of play?
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plasy as socialization Mead 1934
Play as communication, Bateson 1972 |
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what are the taxonomies of play?
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physical (gross motor)
manipulative (people, objects) pretend play - stagnitti 1998 social play - Parten 1932 |
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what age range for pretend play?
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18 months to 6 years
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what are th primary and secondary components of pretend play?
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primary: cognitive, social, emotional skills
secondary: sensory and motor |
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substitutions of objects and space or inanimate objects
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symbolic
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cars, dolls, etc...
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conventional imaginative play
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this type of play requires one or more objects
- theme or play -- roles and the capacities include: - substitute objects -attribute properties to objects and actions - refer to absent objects |
pretend play
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this type of play contributes to
- cognitive development -language development -emotional development -social perceptiveness |
pretend play (stagnitti)
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this type of play can include:
-unoccupied - solitary -onlooker - parallel - associative - cooperative |
social play
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play governed by rules and conventions requiring :
- mutual involvement -alternating turns -repetitions of interactions (succession of turns) |
games
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this function of play includes:
- gross motor and perceptual motor skill - body awareness and body image -physical prowess and mastery q |
physical development
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this function of play includes:
- perceptual and development - role play and abstract thinking |
cognitive/ language development
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this function of play includes
- escape unpleasnt situations: -provides a sense of the real -formulation of self-concept sense of competence, self efficacy, and self esteem |
emotional development
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this function of play includes
- know how someone else feels -learns rules of a behavior in a non-threatening setting - cooperation, turn taking, teamwork - relationships: status, negotiation |
social development
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this function of play..
- stage for exploration - play actions transfer to word actions -allows for practice - promotes social conventions - |
language development
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Name the stages of play from 0 -17
2 6 stages |
0-2 years --exploratory play
2-4 years --symbolic/ pretend play 4-6 years --creative pretend play 6-9 years -- creative/ games 8-12 years -- games 13-17 years socializing |
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in this year this view of play states that play is a diversion from the mind body connection toward wellness
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historical view of play 1920
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these years play was used to facilitate development
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1940-1960
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during these years there was no play in reductionism/ medical model
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1950-70
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in these years play in described as means and ends
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contemporary view of play 1970s led by Reilly
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what are the 3 developmental stages of play described by reilly?
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exploratory behavior
competency behavior achievement behavior |
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in the research view of play in adolescents with disabilities, what are the important points?
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being with group/ peers
psychosocial supports more important than physical supports characteristics of play such as choice, self direction , and spontaneity |
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"any spontaneous or organized activity that provides enjoyment, entertainment, amusement, or diversion"
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play as area of occupation Parham and Fazio OTPF
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identifying appropriate play activities which can include exploration play, practice play, pretend play, games with rules, constructive play, and symbolic play
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play exploration - area of occupation adapted from Bergen OTPF
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maintaining a balance of play with other areas of occupation and obtaining using and maintaining toys equipment and supplies
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play participation: area of occupation OTPF
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non obligatory activity that is intrinsically motivating and engaged in during discretionary time (uncommitted time)
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leisure- area of occupation
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what are some of the reasons that free playtime dropped 25% between 1981 and 1997
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- increase in sedentary activites
- decrease in outdoor play - increase in structured and adult supervised activities - only 6% of schools offer PE 5 days per weeks - teachers take away recess when other work is not complete - less recess play - increase work due to no child left behind - increase pressure to prepare for future best school or est ob - decrease opportunity for safe community play - two job families/ single parents families struggle to engage in relaxing downtime |
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mismatch between play preferences and play skills
- lack of playfulness which is the quality of the childs play |
play deficit
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identifying appropriate play activities which can include exploration play, practice play, pretend play, games with rules, constructive play, and symbolic play
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play exploration - area of occupation adapted from Bergen OTPF
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maintaining a balance of play with other areas of occupation and obtaining using and maintaining toys equipment and supplies
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play participation: area of occupation OTPF
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non obligatory activity that is intrinsically motivating and engaged in during discretionary time (uncommitted time)
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leisure- area of occupation
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what are some of the reasons that free playtime dropped 25% between 1981 and 1997
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- increase in sedentary activites
- decrease in outdoor play - increase in structured and adult supervised activities - only 6% of schools offer PE 5 days per weeks - teachers take away recess when other work is not complete - less recess play - increase work due to no child left behind - increase pressure to prepare for future best school or est ob - decrease opportunity for safe community play - two job families/ single parents families struggle to engage in relaxing downtime |
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mismatch between play preferences and play skills
- lack of playfulness which is the quality of the childs play |
play deficit
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what are the 4 advantages to OT play evaluation?
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holistic look at childs life
performance skills and patterns observed in natural settings strength based vs. disability based |
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what are the 2 disadvantages to the OT play evaluation
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1. external influences- human, environmental, cultural
2. temporal and administrative constraints |
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- evaluation Takata 1974
looks at childs play experiences over development from interview and observation; can be used for diagnostic and planning - semistructured, qualitative and opened- ended - infancy through adolescence and all diagnoses |
play history evaluation
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n the play history, what five epochs are observed?
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sensorimotor
symbolic and simple construction dramatic and complex construction games recreational |
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developed 1968, 1974, revised 1997 by Knox
- provides a developmental description of a child's underlying capacities for play, can be used for diagnostic or evaluative purposes -children 0-6 - observation of both indoor and outdoor unstructured play |
Preschool play scale PPS
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what are the 4 dimensions of the PPS?
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space management
material management pretense-symbolic participation |
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what are the descriptors for space management
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gross motor
interest |
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what are the descriptors for material management
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manipulation
construction purpose attention |
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what are the descriptors for pretense- symbolic
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imitation
dramatization |
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what are the descriptors for participation
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type, cooperation, communication, languge
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this evaluation established by Bundy 1997
- assesses how a child approaches play which is a measure of playfulness -children of all ages and all diagnoses -observation both indoor and outdoor unstructures play |
ToP test of playfulness
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Test of playfulness:
- measurement on a four point scale reflecting extent, intensity, or skill of four elements of playfulness including: |
intrinsic motivation
internal control freedom for reality framing - ability to give and read cues |
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test created by Bundy 1997
- companion to ToP to assess how a childs playfulness is affected by his environment; can be used for intervention planning - children of all ages and all diagnoses - observation of unstructured play |
Test of Environmental Supportiveness TOES
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this test is an observation of 17 items on a -2 to + 2 scale in the following categories:
- caregivers - playmates - play objects - space - quality of sensory environment |
TOES test of environemental supportiveness
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assessment Linder 1993
- uses a play environment to assess developmental skills, learning style, interaction patterns and other behaviors 0-6 years - observational assessment of play with facilitator, parent, and peer by a team |
transdisciplinary play- based assessment
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this assessment assesses 5 domains of development including:
- cognitive -social emotional -communication -language -sensorimotor |
transdisciplinary play- based assessment
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assessment Ferland 1997
- assesses characteristics of child's play interests, reactions, skills, and particular difficulties - used for diagnostic and planning -preschooler with physcial disabilities with or without cognitive impairment |
assessment of Ludic behaviors
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this assessment includes and observation during free play on a 0-2 scale in 5 areas
- interst in environment Ludic interests: actions and use of space and objects -Ludic abilities - Ludic attitudes -communication |
Assessment of ludic behaviors
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assessment Stagnitti 1998
- assesses child's symbolic and imaginative play based on typical development; used for intervention planning with companion program and evaluative purposes - 0-5 years and all diagnoses |
symbolic and imaginative play developmental checklist
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this assessment asesses..
- pre imaginary play - play themes - sequences of play actions - object substitution - social interaction -independent role play -doll/teddy play |
symbolic and imaginative play developmental checklist
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assessment by Stagnitti and Unsworth 2000
- assesses childs ability to self0initiate and organize pretend play for diagnostic and planning purposes -preschool age and all diagnoses -30 min assessment, 15 min with conventional toys and 15 min with unstuctured play materials - measures imaginative pretend play by assessing .... elaborate pretend play actions (PEPA) ... child substitution of objects during play (NOS) ... child imitated modeled actions (NIA) |
child initiated pretend play assessment CHIPPA
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