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29 Cards in this Set
- Front
- Back
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What are the Characteristics of Play: |
Spontaneous Fun Intrinsically motivated Internally controlled Emphasis on process Pretend or "as if" component |
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dramatic play
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The child’s use ofprops, plot, and rolesto symbolize real orimaginary experiences.Also referredto as pretend, fantasy,make-believe, or symbolicplay. Dramaticplay is typical of 2- to7-year-olds.
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What are the Characteristics of Play: |
1. Play is voluntary and intrinsically motivated. In play, children freelychoose the content and direction of their activity. The play is self-satisfying becauseit does not respond to external demands or expectations
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Play is: |
1.Play is voluntary and intrinsically motivated.In play, children freelychoose the content and direction of their activity. 2.Play is Symbolic, meaningful and transformation Play helps childrenconnect their past experiences with their current world. 3.Play is active. children experiment, explore, investigate, andinquire with people, objects, or events 4.Play is rule-based.Younger children both create and change rules in play that apply to particularrole behavior and object use. 5. Play is Pleasurable. Children play for the sheer pleasure it brings |
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Developmentally appropriate play provides a context for children to do what kind of things? |
play is an important vehiclefor developing self-regulation as well as for promoting language, cognition,and social competence”
Term that describeswhat excellent earlychildhood teachersdo in the classroomto ensure that all childrenhave the bestopportunity to learnthrough activitiesand experiences thatthey can completesuccessfully |
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Erikson,
Psychoanalytic theory |
A theory that perceivesplay as animportant outlet foremotional release andfor developing self esteemas childrenlearn to control theirthoughts, bodies,objects, and socialbehaviors.
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Cognitive-developmental theory
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Jean Piaget’s viewof how children’sintellectual abilitiesdevelop and progressthrough a series ofstages.
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Classic
Surplus-energy Recreation/relaxation Practice/instinct Recapitulation |
Lazarus Restore energy used in work Gross Practice future survival skills Hall Reenact ancient activities |
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Psychoanalytic
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Freud Master unpleasant experiences
Erickson Master physical and social skills to build self-esteem; express wishes and needs Piaget Practice and consolidate known information and skillsthrough different types of play: Functional play (repeated Cognitive motions)Symbolic play (make- believe) |
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Bruner and Sutton-Smith
Psychoanalytic |
Promote flexibility and creative problem-solving throughsymbolic transformations |
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Sociocultural
Vygotsky |
Foster abstract thinking and self-regulation throughsymbolic play. Contribute to potential development(performance with a more capable peer or an adult orthe zone of proximal development).Enable child to grapple with unrealizable desires.
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Other
Bateson |
Operate on two levels at the same time. On one level,children are engrossed in pretending; on another level,they are aware of their true identities.
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What Children learn through play |
Enables children to make sense of their world• Develops social and cultural understandings• Allows children to express their thoughts and feelings
• Fosters flexible and divergent thinking Provides opportunities to meet and solve real problems • Develops language and literacy skills and concepts |
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How does play enhance cognitive development? |
how children make sense of their world. They do this by building on what theyalready know to interpret new experiences
1. Problem solving. 2. Mental planning 3. Self-monitoring 4. Evaluation. |
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How is children social development supported by play? |
the ability of children to get along with their peers, maturesover time in a similar way as cognitive play. This kind of play often developsrapidly during the preschool years and continues to be refined overthe years. The play context enables young children to acquire and use socialskills as they interact with their peers
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cognitive play
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Reflects Piaget’s definitionsof the changesin children’s thinkingthat are exhibitedthrough functionalplay, symbolic play,constructive play, andgames with rules.
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Functional play (birth to age 2)
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Simple, pleasurable,repeated movementswith objects, people,and language to learnnew skills or to gainmastery of a physicalor mental skill. Alsoreferred to as sensorimotor,practice,or exercise play andtypical of infants andtoddlers.
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Symbolic play
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Uses imagination and role-play totransform the self and objects and tosatisfy needs.
Infants and toddlers: pretending to drinkfrom a baby bottle Early symbolic play: mentally transformsone object for another. |
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Constructiveplay
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Manipulates objects or materials to make something. Combines functional play repetitive activity with symbolic representation of ideas.
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Games with rules |
Goal-oriented activities withpredetermined rules that are oftencompetitive with one or more individual.
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How is fine and gross motor development enhance through play?
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Fine- The use of smallmuscle movements,such as the ability touse one’s fingers andhands skillfully.
Gross-The use of largemuscles that graduallydevelop in youngchildren so they canjump, hop, throw,catch and so on. |
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How is children's social development supported by play? |
Engage in verbal and nonverbal communication Respond to peers feelings Experiment with roles Experience others' point of view. |
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There are six characteristics for dramatic and socio-dramatic play. What are they? |
1. Imitativerole-play
Child assumes a make believerole of a personor object and expressesit in imitation and/orverbalization. 2.Make-believewith regard toobjectsChild uses movements,verbal statements, ormaterials or toys that arenot replicas of the objectitself or real objects. 3. Verbal make-believe withregard to actionsand situationsChild substitutesverbal descriptions ordeclarations for actionsand situations. 4.Persistence inrole-playChild stays within a roleor play theme for at least10 minutes. 5.Interaction At least two childreninteract within thecontext of a playepisode. 6.VerbalcommunicationThere is some verbalinteraction related to theplay episode. |
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constructive play
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Creating or engaging in problem-solving behavior according to a preconceived plan.
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How does play support children's emotional development? |
During play, children also increase their social competence, relationship buildingwith both peers and adults, as well as their emotional maturity and selfcontrol.These life skills greatly influence children’s school success, and later on,workplace success
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How do children use games to learn social and emotional rules, as well as literacy and language rules? |
Games with rules rely on prearranged rules that guide acceptable play behaviorof reciprocity and turn-taking. Board games (such as Clue), card games (such asrummy), outdoor games (such as kickball), and computer games (such as SimCity) are the most common games with rules for elementary school children.
Their more logical ways of thinking and advanced social skills make it possiblefor older elementary school children to follow a set of rules and negotiatewith peers |
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Levels of Social Play
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UnoccupiedbehaviorIs not engaged in play and does not seem to have a goal. Plays with body, gets on andoff chairs, walks about aimlessly.
OnlookerbehaviorObserves, asks questions, and talks to other children but does not enter play itself.Stands within speaking distance to see and hear. More active interest and involvementthan unoccupied behavior.Solitary play Plays independently and is not involved with other children. Playing with own toys is theprimary goal. Most typical of 2- and 3-year-old children. Older children use solitary playfor needed privacy and for elaborate individual dramatic play. Parallel play Plays alongside or nearby, but not with, others. Uses shared toys but playsindependently.Does not share toys. Typical of young preschool children. Often considered thebeginnings of group play. AssociativeplayPlays with others in a similar, loosely organized activity. Conversation involves askingquestions, using one another’s toys. Some attempts made to control who may join thegroup. Is often the transition from parallel to cooperative play. CooperativeplayUses common goals involving negotiation, division of labor, and differential role taking,such as taking turns and organization of play themes. Organizes group for the purposeof making a product, dramatizing a situation, or playing a game with a strong sense ofbelonging to the group. |
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What do children learn through play? |
theory of Lev Vygotsky(1978), who suggested that play scaffolds or supports children’s advancementto higher ability levels in all domains. Scaffolding is particularly important aswe examine the range of teachers’ roles in play settings. Often a child cannotaccomplish a particular task independently but can accomplish the same taskwith the assistance of an adult or a more capable peer. This zone of proximaldevelopment, discussed in Chapter 1, is the optimum time for teachers to assistchildren in their learning
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What are teachers role in children's play? |
1. Teachers as ObserversAs an observer of play, you will need to determine whether children need help. 2.Teachers as CollaboratorsSometimes children “get stuck” with a role, theme, or idea. Teachers can extendtheir play by adding a new toy or prop. 3.Teachers as Planners 4. Teachers as RespondersWhen you describe children’s actions and words or ask questions about therole or theme, you provide feedback. 5.Teachers as Models 6.Teachers as Mediators |
