Play Influences and Reflects Development PDF

EN C E I NF LU PLAY e n t l o p m Deve E...

EN C E I NF LU PLAY e n t l o p m Deve ECE D 61 Play influences and reflects development Page 1 of 23  At the end of the session the students: R N I N G LEA TIVES O B J E C 1. Examine how play influences various aspects of child development 2. Discuss the types of play according to typology. Simulate the types of play according 3. to the development of play progression Play influences and reflects development Page 2 of 23  en t. A Y ol pm P L eflects d e ve nd r e s a e nc influ Intellectual Development: include how children come to understand the perspectives of others, how children invent strategies for play with others (as in games with rules), and how children solve problems. Social-Moral Development: include aspects of chldren’s cultural, familial and individual behaviors are integrated Emotional Development: Refers to their capacity to feel or experience a wide range of emotions such as happiness, sadness, anger, jealousy, excitement, wonder and fear. Play influences and reflects development Page 3 of 23  SYMBOLIC THOUGHT The ability to transform objects or situations, through use of imagination, into meaning that are different from the original object or situation Symbolic activities Pivots entail creating Symbolic Play with Forms foundation Objects meaning and Symbolic Distancing (Sigel, 1993) on which children denote the degree to which an object looks like what is is intended expressing that construct their to symbolize meaning through abilities to engage gesture, language, in abstract intonation, and thinking in literacy, objects. mathematical Symbolic Role Play reasoning and Make Believe Role Play problem solving able to create pretend roles and situations without the use of Begins about 18 months costumes or props Play influences and reflects development Page 4 of 23  LANGUAGE AND LITERACY Development early language development is in parallel with the use of symbols in play. PHONEMIC DECODING DEVELOPMENT AWARENESS SYMBOLS OF NARRATIVE children play with the Incorporation of literacy Through play, children elements of language play into make-believe can take on role of such as with sounds activities addresses the different characters and or meanings early literacy standards sequencing of events to Example: pouring juice. includes the ability to recognize and to manipulate related to concepts of print tell a story form the You’re juicy-goosey… You’re juicley-goosely- individual sounds of words. It involves sounds of oral languageand the segmentation of sounds used in speech communication. and early writing foundation of “narrative” foosley. Social functions of print Reading interpreting motives comprehension meaning written symbols of language and mathematics Play influences and reflects development Page 5 of 23  LOGICAL MATHEMATICAL THINGKING develop the ability to classify, organize objects and ideas into relationships with each other Construction of spatial relationships, gravity, and other concepts of physics Cause and effect effect relationship block building, bike Children construct through physical riding, gravity, sand their own schemes or activities and water play mental patterns for organizing and interpreting meaning in the environment. Play influences and reflects development Page 6 of 23  SOCIAL-MORAL DEVELOPMENT Reflect aspects of children’s cultural, familial, and individual styles, as well as moral and social development. MORAL develop moral MORAL AUTONOMY guidelines HETERONOMY characterized by construct beliefs being governed by being governed by about what is fair or others. oneself. unfair based on their experiences with their peers Play influences and reflects development Page 7 of 23  EMOTIONAL DEVELOPMENT Refers to their capacity to feel or experience a wide range of emotions such as happiness, sadness, anger, jealousy, excitement, wonder and fear. REGULATION OF EMOTIONAL EMOTION AND = COMPETENCE EXPRESSION INTERPERSONAL AND INTRAPERSONAL INTELLIGENCE eg. interact with Gardner 1993 others in a characterized by the ability to accurately read and respond to the responsible manner, feelings, motivations, and desires of others and access one’s own feelings and use them to guide behavior. turns, Play influences and reflects development Page 8 of 23  A Y PL influences and reflects development. Play influences and reflects development Page 9 of 23  TYPES OF PLAY Play influences and reflects development Page 10 of 23  TYPOLOGIES OF PLAY EPISTEMIC PLAY V. LUCID PLAY HULL (1976) acquisition of knowledge and skill fantasy and make believe 16 TYPES OF PLAY HUGHES (1999) Creative Exploratory Socio-dramatic Social Deep Dramatic Communication Fantasy Rough and tumble Symbolic Recapitulative Role – play Object Mastery Locomotor Imaginative Play influences and reflects development Page 11 of 23  TYPOLOGIES OF PLAY develelopmental focus outline progression of play types as children acquire a growing repertiore of skills Here, the focus is on how children develop their ability to play Play influences and reflects development Page 12 of 23  E P L A Y A C T I V Active play presumes ‘gross motor’ control of head, trunk and limbs in sitting, crawling, standing, running, climbing, jumping, throwing, kicking, catching and so on. It is directly concerned with promotion of physical development and necessitates the provision of adequate free-ranging space to move about in, and natural obstacles to overcome, together with simple, safe, playground equipment, mobile and fixed. Play influences and reflects development Page 13 of 23  EXPLO beginning at about 3 months with finger play, presumes MANIP RATORY possession of age appropriate gross-motor, fine-motor and ULATI AND sensory functioning. These components are essential not only for acquisition of VE PLA hand–eye co-ordination, but also for attending to and Y localizing everyday sounds, for recognition of the permanence of objects and for learning to appreciate the implications of space and time. Integration of these separate physical and cognitive elements into total meaningful experience necessitates the availability of a number of simple things for manipulation, such as everyday domestic objects as well as traditional playthings like rattles, dolls, balls, building blocks, boxes, toys to grasp and move about by hand, and sound-making instruments. Play influences and reflects development Page 14 of 23  becomes clearly evident from 7–9 months. It presumes a E P L A Y child’s ability to control their body, manipulate objects, IT A T I V integrate and interpret multi-sensorial experience and IM comprehend simple language, or perhaps, more accurately, their caregivers’ vocal tunes. It reflects what a child sees and hears going on around them, providing a lively record of their perceptual learning. At first, this imitation is fragmentary and follows immediately upon the child’s attention being attracted in some way to the activity which they imitate. Later they recall and repeat for their own amusement or for applause a series of these meaningful actions. Imitative play is necessary in order for a child not only to learn the quickest and most effective way of performing meaningful actions themselves, but also gradually. Play influences and reflects development Page 15 of 23  CONST beginning with very simple block-building at END-P RUCTIVE about 18–20 months, presumes possession of all RODUC the aforementioned motor and sensory abilities together with increasing capacity to make use T ) P L(AO R of the intellectual processes involved in Y recognition and retrieval of previously stored memories. Additionally, it requires ability to create preliminary ‘blueprints’ in the mind and realize these in practical form. This type of play grows directly out of early exploratory and manipulative play, but also implies capacity to combine early ‘pure’ imitation with purposeful anticipation. Play influences and reflects development Page 16 of 23  E ( O R beginning a couple of months before 2 years and elaborated - B E L I EV Y for several years afterwards, presumes previous acquisition MAKE TEND) PLA of all the foregoing types, particularly imitative role play. Having learned from experience the probable causes and PRE effects relating to the activities they have observed and copied, children now deliberately invent increasingly complex make-believe situations for themselves, in order to practise and enjoy their acquired insights and skills. In this way they improve their general knowledge and, most importantly of all, refine their social communications. Make-believe play depends upon a child’s ability to receive and express their ideas in some form of language-code. Consequently its spontaneous employment is of considerable diagnostic significance to professional workers concerned with the health, welfare and education of young children. Play influences and reflects development Page 17 of 23  W I T H - presuppose a high degree of skill in all the foregoing A M E S - types, including full understanding and acceptance of G ULES the abstractions involved in sharing, taking turns, fair play and accurate recording of results. They usually R start at about 4 years when small groups of peer age children, under tacitly acknowledged leadership, improvise their own rules for co-operative play. Team games, which challenge competitiveness in older children and adults, become increasingly subject to rules imposed from without and, to be rewarding, must be played strictly according to the recognized constitution. Play influences and reflects development Page 18 of 23  THREE STAGES PIAGET (1951) OF PLAY Correspond with cognitive development of play PRACTICE PLAY: SYMBOLIC PLAY: GAMES WITH RULES: in the sensorimotor stage of early in the pre-operational stage in the latter part of the pre- development (approximately birth to (approximately two to seven years), operational stage of two years), children explore their children develop the ability to allow development and into the own bodies and the objects around one thing to stand for another and concrete operational stage them using sight, sound, touch and pretend play or make believe begins (approximately age seven to taste; the play here is often to emerge. eleven years) play becomes repetitive. Constructive increasingly governed by rules. Dramatic Play influences and reflects development Page 19 of 23  SIX SOCIAL STAGES OF PLAY PARTEN (1932) Correspond with social development of play Unoccupied behaviour: not playing, simply observing. Solitary play: child plays alone, uninterested in others. Onlooker behaviour: child watches the play of others and may talk to the children involved but this talk does not relate to the play. Parallel play: child plays alongside others, often imitating what is being played near by, but no interaction. Associative play: the children appear to be playing together but their activities are not organized. Co-operative play: playing together in more organized activities where they share intentions about the progress of the play. Play influences and reflects development Page 20 of 23  PERFORMANCE TASK! Play influences and reflects development Page 21 of 23  GROUP YOURSELVES INTO 8 CREATE A SCENARIOS THAT SIMULATE THE DIFFERENT TYPES OF PLAY. SHOOT A VIDEO OF THESE SCENARIOS SUBMIT VIDEO LINK TO GOOGLE CLASSROOM DEADLINE: OCTOBER 8 Play influences and reflects development Page 22 of 23  RUBRICS 100 POINTS CRITERIA DESCRIPTION POINTS Scenarios provided are reflective of the characterics of Entry 5 points the type of play. Shot clearly, transisition are good, labels are present and Video Quality 15 can be read. Audio is audible Timeliness On time. (2 point deduction for late submission 10 Play influences and reflects development Page 23 of 23