Defining Play PDF

AUGUST 2024 Play Defining its complexity and challenges defining play Page 1 of 28  Defining Play What is Play? How is it different from an...

AUGUST 2024 Play Defining its complexity and challenges defining play Page 1 of 28  Defining Play What is Play? How is it different from any other form of behavior? How do we define play? While everyone has some idea about what it means to play and what play might look like, deciding on a clear and agreed definition has proven problematic. Actually play is so complex that Moyles (1989) claims that play defies definition defining play Page 2 of 28  Hutt et al. (1989) Play is a jumbo category that encompasses a multiplicity of activities, some of which are conducive to learning, but many of which are not Garvey (1991) not everything that young children do together can be classified as play there is a continuous moving back and forth among different activities with different modes of action, interaction and communication "an attitude or orientation that can manifest itself in numerous ways, according to what children play with, what they can play at, and the imaginary worlds and scenarios they create." It is not surprising that there are ambiguities about the definitions of play. Hutt et al. (1989) argue that play is a jumbo category that encompassess a multiplicity of activities, some of which are conducive to learning, but many of which are not. Garvey (1991) suggest that not everything that young children do together can be classified as play.: there is a continuous moving back and forth among different activities with different modes of action, interaction and communication. Garvey regards play as: "an attitude or orientation that can manifest itself in numerous ways, according to what children play with, what they can play at, and the imaginary worlds and scenarios they create." These possibilities expand as new areas of experience are encountered, and as children's skills as players develop through childhood and into adulthood. Thus what play is and what play does cannot be constrained by theoretical or temporal definitions. Smith (2010: 4-5) identifies three ways of looking at play. In the functional approach, researchers focus on what the purpose of the behavior is, or appears to be, and what are potential benefits. In the structural approach, researchers focus on the behaviors themselves, the ways in which defining play Page 3 of 28 they are organized and sequenced and what distinguishes play from non-play activities. The third approach is criteria-referenced, and is based on the observer's perspective for defining whether a behavior sequence is play or not play. The more cretieria that can be identified, the more likely it is that the activity or behaviour can be seen as play. iIn each pf these approaches, play is defnined ny the researcher from a theorectival position, and not from the children's perspectives or the play context. Meckley (2002) has draw an Garvey's definition of play characteristics to provide descroptors of play, taing into account children's perspectives and the influence of the play context. Meckley's ideas on play will be discussed next meeting. defining play Page 4 of 28  Smith 2010 approaches of defining Play structural approach functional approach researchers focus on the behaviors researchers focus on what the purpose of themselves, the ways in which they are the behavior is, or appears to be, and what organized and sequenced and what are potential benefits distinguishes play from non-play activities criteria-referenced is based on the observer's perspective for defining whether a behavior sequence is play or not play These possibilities expand as new areas of experience are encountered, and as children's skills as players develop through childhood and into adulthood. Thus what play is and what play does cannot be constrained by theorectical or temporal definitions. Smith (2010: 4-5) identifies three ways of looking at play. In the functional approach, researchers focus on what the purpose of the behavior is, or appears to be, and what are potential benefits. In the structural approach, researchers focus on the behaviors themselves, the ways in which they are organized and sequenced and what distinguishes play from non-play activities. The third approach is criteria-referenced, and is based on the observer's perspective for defining whether a behavior sequence is play or not play. The more criteria that can be identified, the more likely it is that the activity or behaviour can be seen as play. In each of these approaches, play is defined by the researcher from a theorectical position, and not from the children's perspectives or the play context. Meckley (2002) has draw an Garvey's definition of play characteristics to provide descroptors of play, taing into account children's perspectives and the influence of the play context. defining play Page 5 of 28 Meckley's ideas on play will be discussed next meeting. defining play Page 6 of 28  play as a behavior, process and an approach to task PLAY AS A BEHAVIOR play is characterized by by being frivolous, fun or light-hearted but this is at odds with the deep seriousness children can have during play to be defined as play an activity Krasnor and Pepler (1980) must have: voluntary participation, enjoyment, intrinsic motivation, pretense and a focus on process over product. Pellegrini (1991) proposes that the more characteristics are present the more like play and acitvity becomes. heirarchy of importance of characteristics depending on observer Considering the struggle to define play, however, provides an important narrative that reveals the complexity of play as a behaviour, a process and an approach to task. Dictionary definitions of play suggest it is characterized by being frivolous, fun or light- hearted. However, this is at odds with the deep seriousness that can often be apparent when we observe children at play. Some theorists have suggested that for an activity to be regarded as play, certain characteristics must be observed. For example, Krasnor and Pepler (1980) suggest that for an activity to be defined as play, we must observe voluntary participation, enjoyment, intrinsic motivation, pretence and a focus on process over product. A problem with this type of approach, however, is that while these characteristics might be clearly evident in some instances of play, in other situations they are more difficult, if not impossible, to identify. defining play Page 7 of 28 Pellegrini (1991) proposes that the more characteristics that are present, the more like play the activity becomes. However, what if some of these characteristics are more important to play than others? Or what if two different observers see things differently? For example, one observer might believe that an activity being voluntary is far more important than it not having an end product, whereas another observer might make their decision based on signs of fun and enjoyment. Let’s consider two examples of children playing with Lego blocks. Which of these activities would be defined as play? Child (A) chose to take part in the activity, there is clearly an end product and there are no overt signs of pleasure and enjoyment. The activity was chosen for Child (B), they showed signs that the activity was enjoyable and fun and they didn’t appear to be working towards any end product or goal. Neither of the scenarios demonstrates any element of pretence. In fact, both of the children described their activities as play and this highlights how seeing play from an observational perspective can be problematic. Our approach to defining play is often based on adult views of what play looks like, rather than taking the child’s perspective, and play means different things to different people at different times (Howard, 2009). For example, the ‘play’ of the professional footballer will be very different from the ‘play’ that occurs. between friends at an after-school knock-around (Saracho, 1990). It seems that to understand play, we need to find out what players themselves think about the nature of their activities. Various types of play activity are detailed later in this chapter, but it is not enough for activities to look like play. We also need to understand what makes children approach activities in a playful way. defining play Page 8 of 28  PLAY AS A BEHAVIOR, PROCESS AND AN APPROACH TO TASK PLAY AS AN APPROACH TO TASK Research demonstrates that preschool children define play as activity that is freely chosen and self-directed not necessarily fun activities occur on the floor; occur outside are seen as play to be defined as play an activity Krasnor and Pepler (1980) must have: voluntary participation, enjoyment, intrinsic motivation, pretense and a focus on process over product. Pellegrini (1991) proposes that the more characteristics are present the more like play and acitvity becomes. heirarchy of importance of characteristics depending on observer Until quite recently, little research had focused on children’s own perceptions of their play. Studies that have investigated what play means to children have been fruitful and have led to much deeper insight as to what separates play from other types of activity. Research demonstrates that preschool children define play as activity that is freely chosen and self-directed. Surprisingly, children do not often define play as being something that is necessarily fun (Robson, 1993; Keating et al., 2000). In addition to choice and control, activities that occur on the floor, rather than at a table, and outside, rather than inside, are more likely to be seen as play (Howard, 2002; Parker, 2007). The nature and degree of adult involvement are also important (McInnes et al., 2009). Bundy (1993) argues that the way children approach an activity may be far more important than the actual activity itself. The same activity might be described by children as play or not play, depending on the freedom, choice and control they are afforded. defining play Page 9 of 28 defining play Page 10 of 28  PLAY AS A BEHAVIOR, PROCESS AND AN APPROACH TO TASK PLAY AND EXPLORATION play v. nonplay eg. play of babies and infants who have yet to make a distinction between play and other types of activity Piaget (1951) and Hutt (1976) propose that activity progresses from exploration to play as children become familiar with objects and their environments. exploration stage: children are finding out what an object does Play: begin to consider what they can do with the object Early exploration is important as it acts as a springboard for the development of future play skills The characteristics associated with play and non-play become particularly important when children enter a nursery or classroom situation and they begin to experience structured activities. It is here where we begin to see them comparing play with work activity in the way suggested by Sheridan. However, what about the play of babies and infants who have yet to make a distinction between play and other types of activity? Piaget (1951) and Hutt (1976) propose that activity progresses from exploration to play as children become familiar with objects and their environments. At the exploration stage, children are finding out what an object does; whereas during play, they begin to consider what they can do with that object. Therefore, much of the activity we can observe in young infants might be categorized as exploration. This exploration is comparable to the more structured learning experienced in later childhood. defining play Page 11 of 28 Early exploration is important as it acts as a springboard for the development of future play skills. defining play Page 12 of 28  PLAY AS A BEHAVIOR, PROCESS AND AN APPROACH TO TASK DYNAMIC PROCESS OF PLAY Children move in and out of play according their own needs and wishes and other influces within the environment influences: location, availability of materials, time and the invovlement of other people Sturrock and Else (1998) suggest that play is a cycle of activity children communicate the desire to play using a series of signals and that for the play to maintain momentum these signals must be appropriately responded to. In order to maintatin a state of play, the needs and wishes of players are negotiated Play is a behaviour, an approach to task, but also a process. Children move in and out of play according to their own needs and wishes and other influences within the environment. Other influences on children’s play might include location, the availability of materials, time and the involvement of other people. Sturrock and Else (1998) suggest that play is a cycle of activity. They propose that children communicate the desire to play using a series of signals and that for play to maintain momentum these signals must be responded to appropriately. Perhaps the simplest example of this is one child inviting another to engage in a game of catch. Throwing a ball to another child might be seen as a signal or invitation to engage in the game. The second child responds to the signal and the ball is thrown back and forth. Then, one child decides they no longer wish to play defining play Page 13 of 28 the game and they stop returning the ball. The signal to play isn’t responded to and the play comes to an end. Alternatively, the second child may decide they want to change the nature of the game and so they begin to bounce rather than throw the ball. They invite the original child to engage in a new game. If the original child bounces the ball back, they accept the game change and the flow continues. If not, they might either revert back to their original throwing behaviour in a bid to maintain the flow or end the play completely. In order to maintain a state of play, the needs and wishes of the players are negotiated. This process is similar to the flow state identified by Csikszentmihalyi and Csikszentmihalyi (1988), where choice and control over activity are said to lead to deep concentration, pleasure and satisfaction. defining play Page 14 of 28  Meckley (2002) draw on Garvey’s (1991) definition of play characterisctic "An attitude or orientation that can manifest itself in numerous ways, according to what children play with, what they can play at, and the imaginary worlds and scenarios they create.” Meckley (2002) has drawn on Garvey's definition of play characteristics to provide descriptors of play, taking into account children's perspectives and the influence of the play context. defining play Page 15 of 28  Meckley (2002) characteristics of play Play is child chosen Before play, children have ideas about what to do, who to play with, what materials to use. Children are in control of the play they know that negotiating and cooperation are needed for the success play Children create rules determines what is the right way or wrong way within what is acceptable Children learn to play from play if it belongs to them. Adult cannot play for children’s play What can adults do for children’s play? This list of characteristics make links between what play is, what players do and what purposes play serves Play is child chosen before children play, they have ideas about what they want to do and who they want to play with. As children start to play, they choose materials, activities and other players. Although children are in control of their play, they must cooperate and negotiate with others to play together. Because children choose their play and playmates, they are usually successful, even though the activities may include a lot of argy-bargy. They feel satisfied and proud of their accomplishments. children create rules Within a child's own play, no one but the child determines what is the right way or wrong way because the child makes the rules for play within the framework of what is acceptable at home or in school. Children learn to play from play if it belongs to them. if adults choose children's activities or assign children to play areas, children consistenly report defining play Page 16 of 28 thatm from their perspective, this is work and not play. it follows that adults cannot plan children's play for them, but they play for play by providing access to space, time and resources defining play Page 17 of 28  Meckley (2002) characteristics of play Play is child invented Play is invented by children through their play cultures. Children are always creating something new when they play In play, children are the inventors and the innovators: They create and solve problems and develop metacognitive capabilities metacognitive: being aware of their plans, thoughts, actions and behaviors Play is child invented Play is not only chosen by children but also invented by them through their play cultures. Children are always creating something new when they play, such as a new construction or a new idea. To an adult, the construction may not be new because it may look just like another child's construction; to the child it is new because they tried and completed something that they never did before. In play, children are the inventors and the innovators; they take risks as they try out new activities and combinations. They create and solve problems and develop metacognitive capabilities (being aware of their plans, thoughts, actions and behaviors). defining play Page 18 of 28  Meckley (2002) characteristics of play Play is pretend but done as if the activity were real Children learn a great deal in pretending with activities and ideas that are like real events but are not real (example: play scenarios) They develop understanding of cognitive, social and emotional concepts by playing use play to make sense of their everyday social and cultural experiences, and use those experiences to inform and develop their play Play involves pretense: the 'what if' and 'as if' qualities Play is pretend but done as if the activity were real Children learn a great deal in pretending with activities and ideas that are like real events but are not real. They develop understanding of cognitive, social and emotional concepts by playing with their working theories and funds of knowledge in new ways. They develop perspective about people, events, and social relationships and rules through playing about them. Children use play to make sense of their everyday social and cultural experiences, but at the same time use those experiences to inform and develop their play. Play involves pretense: the 'what if' and 'as if' qualities of play make it distinctive from other activities. defining play Page 19 of 28  Meckley (2002) characteristics of play Play focuses on the doing (process not the product) The process or activity of play is where learning occurs Communication is essential to play Benefits of play may not always be visible or immediate Children may choose to create products in their play Play focuses on the doing (process not product) Play is the leading activity in early childhood. The process or activity of play is where learning occurs. Communication is essential to play, through language, body movement, gestures, signs, symbolic representations. In play children use more complex language than in conversations with adults. Children frequently make their first attempts at reading and writing when they are playing, by acting as if they are competent readers and writers. The benefits of play may not always be visible or immediate, but they may become clear and may be cumulative over time. Children may choose to create products in their play, which are often of immediate use or relevance. defining play Page 20 of 28  Meckley (2002) characteristics of play Play is done by the players not the adults (process not the product) The process or activity of play is where learning occurs Communication is essential to play benefits of play may not always be visible or immediate Children may choose to create products in their play Play is done by the players not the adults Play is what chilren choose and manage for themselves. Because chilren learn the process of playing, they need plenty of time, open-eded materials and co-players. Adults cannot plan children's play, but they can help plan for play, and to support children's own plans and activities. Adults provide the play/learning environments, the support, the rules, the safety, so that children can obtain the maximum benefits from playing. Adults can be co- players if they are invited to do so by the children, and is they can play on the children's terms. defining play Page 21 of 28  Meckley (2002) characteristics of play Play requires active involvement children's bodies, emotions and minds are active in play playful children develop their own play in their own ways and on their own terms Play is done for its own sake and children can become deeply immersed in the mood or spirit of play Play helps to sow the seeds of confidence, including self- esteem, self-efficacy, positive dispositions and the ability to manage relationships Play requires active involvement because children's bodies, emotions and minds are active in play, they can learn about their own limit and set their own challenges. Given a choice, they often choose a task that is more challenging than one chosen by an adult, which may require different approaches to learning. Play is where the activity of childhood is occuring: playful children develop their own play in their own ways and on their own terms. Play is done for its own sake and children can become deeply immersed in the mood or spirit of play. They see the world from the perspective of play, creating their own meanings, symbols and practices, which are imbued with cultural significance and result in self-development and self-actualization. Play helps to sow the seeds of confidence, including self-esteem, self-efficacy, positive dispositions and the ability to mange the everyday hurly-burly of making/breaking friendships, making up/falling out, leading/following, cooperating/contesting. defining play Page 22 of 28  Meckley (2002) characteristics of play Play is fun Play is typically fun and enjoyable because children choose their activities and playmates, and draw on their own motivation and ideas. Play may not be fun or enjoyable if children cross the agreed boundaries of 'play' and 'not play we need to be alert to the occurrence of 'dark play' and 'cruel play' Play is fun Play is typically fun and enjoyable because children choose their activities and playmates, and draw on their own motiviation and ideas. However, play may not be fun or enjoyable if children cross the agreed boundaries of 'play' and 'not play'. we need to be alert to the occurrence of 'dark play' and 'cruel play' where children may engage in teasing, bullying and other forms of social aggression. These forms of play may be interpreted in different wats, according to the child and the context. Some children may not feel safe (emotionally, psychologically and physically), while others may develop emotional resilience and coping strategies. defining play Page 23 of 28  Pellegrini (1991) definition of play in terms of dispositions that players bring and Saracho (1991) into events and activities Play is personally motivated Players are concerned with activities more than with goals Play occurs with familiar objects or following the exploration of unfamiliar objects Play can be non-literal Play is free from rules imposed from the outside Play requires the active engagement of the players Play is VARIED and complex How can we solve the problem of what play is and what play does for the child? Will defining play help us? Pellegrinin (1991) and Saracho (1991) definition of play in terms of dispositions that players bring into events and activities. Play is personally motivated by the satisfaction embedded in the activity and is not governed by basic needs and drives or by social demands. Players are concerned with activities more than with goals. Goals are self imposed and the behavior of the players are spontaenous. Play occurs with familiar objects or following the exploration of unfamiliar objects. Children supply their own meaning to play activities and control the activities themselves. Play can be non-literal Play is free from rules imposed from the outside and the rules that do exist can by modified by the defining play Page 24 of 28 players. Play requires the active engagement of the players defining play Page 25 of 28  Fromberg (1987) definition of play Symbolic, in the at it represent reality with 'as if' or 'what if' attitude Meaningful, in that it connects or relates experiences Pleasurable, even when children engage seriously in an activity Voluntary and intrinsically motivated, whether the motives are curiosity, mastery, affiliation or others. Rule-governed, whether implicitly or explicitly expressed Episodic, characterized by emerging and shifting goals that children develop spontaneously. Pellegrini's definition states that play is free from rules imposed from the outside, but this is not the case for 'educational play'. in 'educational play', adults rules are followed (usually informed by policy imposed on preschool and school settings). In this context we can look at the definition of play by Fromberg (1987) Symbolic, in the at it represent reality with 'as if' or 'what if' attitude Meaningful, in that it connects or relates experiences Pleasurable, even when children engage seriously in an activity Voluntary and intrinsically motivated, whether the motives are curiosity, mastery, affiliation or others. Rule-governed, whether implicitly or explicitly expressed Episodic, characterized by emerging and shifting goals that children develop spontaneously. defining play Page 26 of 28  Broadhead (2004; 2012) look at play and children's play behavior as a continuum pure play to non-play categorize a play as "more or less' play rather than dichotomously 'play or not play' Useful to educators not everything that children do in their self-chosen activities can or should be classified as play children step in and out of play in order to provide a framework for their activity and to maintain and flow of direction practitioners often adopt playful orientations to teaching and learning there are may different forms of play Episodic, characterized by emerging and shifting goals that children develop spontaneously. We can also look at play and children's play behaviour as a continuum from our play to non-play. We can categorize a play as "more or less' play rather than dichotomously 'play or not play' This concept of a contuniim from plur eplay to non-play is developed by Broadhead (2004; 2012). which is useful to educators because 1) not everything that children do in their self-chosen activities can or should be classified as play. 2) children step in and out of play in order to provide a framework for their activity and to maintain and flow of direction. (making props, asking for help) 3) practitioners often adopt playful orientations to teaching and learning, for example by animating stories and providing imaginary scenarios for solving mathematical or technologica problems. They also model humor and playfulness in order to encourage engagement, involvement, interest and enjoyment. 4) there are may different forms of play: (we'll discuss more on them later) defining play Page 27 of 28 defining play Page 28 of 28