Significance of Play - Final Exam Rev. Core Info PDF

**Significance of Play CORE INFO -- Final Exam Study Review** **Mitchell Reid** #### **[(L) Identity and Inequality in Childhood, Development, and Play]** **Gender** - Defined by roles and expectations; Western society enforces a binary (femininity for women, masculinity for men), which is...

**Significance of Play CORE INFO -- Final Exam Study Review** **Mitchell Reid** #### **[(L) Identity and Inequality in Childhood, Development, and Play]** **Gender** - Defined by roles and expectations; Western society enforces a binary (femininity for women, masculinity for men), which is unjust, especially for non-binary individuals. - Gender is fluid. **Factors Shaping Gender-Typed Play** 1. **Learning Theory**: a. Children learn gender norms through imitation and reinforcement (e.g., boys praised for playing football, girls for playing with dolls). 2. **Cognitive Developmental Theory**: b. Children develop a sense of gender constancy and align play with gendered schemas. 3. **Biological Theory**: c. Hormones influence brain development, shaping gendered behaviors. **Gender and Toy Play** - Toys are socially assigned gender roles. - Boys: adventurous and educational toys. - Girls: domestic toys. - Gender-typed preferences emerge by ages 2-3. **Fantasy Play** - Females engage more in fantasy play, with complex domestic themes. **Toy Advertising** - Gender stereotypes reinforced via implicit messaging (e.g., male aggression, female nurturing). - Design and colors often gender-neutral toys. **Promoting Gender Equality in Play** - Include diverse toys, create permeable spaces, and challenge traditional norms in the classroom. #### **Children, Disability, and Play** **Models of Disability** 1. **Biomedical Model**: Disability is an individual's problem. 2. **Social Model**: Disability arises from societal barriers. **Universal Design** - Accessible environments support equality and equity for all children. **Specific Disabilities and Play** - **Visual Impairments**: Less fantasy and exploratory play; support with tactile materials and clear guidance. - **Hearing Impairments**: Limited symbolic play; ensure good acoustics, use gestures/signs, and maintain eye contact. - **Intellectual Impairments**: Repetitive play and delayed symbolic play; provide patient, sensory-sensitive support. - **Autism**: Limited symbolic play and social interaction; progress through structured guidance and reinforcement. **Support Strategies** - Peer modeling, role play, and flexible guidance enhance inclusive play. #### **Critical Race Theory, Racialization, and Systemic Racism** - **Critical Race Theory**: Examines how race/racism shape societal experiences. - **Systemic Racism**: Institutional policies marginalize people through embedded whiteness. **Representation in Play and the Multicultural Classroom** - Include diverse dolls, photos, and books; engage in discussions about systemic racism. #### **Post-Colonial Perspectives on Play** - Critiques colonial legacies in play norms. - Examines undervaluation of non-Western play traditions. #### **Social Justice Principles for Practitioners** - Develop equity statements. - Use diverse tools for action and expression. - Be trauma-informed. - Reflect representation in curriculum. - Engage with students about their identities. **[(L) Shaping and Being Shaped by the Environment in Childhood, Development, and Play]** **What is Risky Play?** - A form of play with uncertain outcomes and potential for physical injury. - Often involves free play and is essential for physical, mental, and social well-being. **Types of Risky Play** 1. Playing at height 2. Playing at speed 3. Play involving potentially dangerous elements 4. Play involving tools 5. Rough-and-tumble play 6. Play involving impacts 7. Play with risk of disappearing or getting lost 8. Vicarious play **Risk vs. Hazard** - **Risk:** Challenges children can assess and manage (e.g., deciding how high to climb). - **Hazard:** Hidden dangers beyond a child\'s ability to recognize (e.g., improperly anchored play structures). **Helicopter or Hyper Parenting** - Overcontrolling and overprotective parenting style, solving all problems for the child. - Causes: anxiety, overcompensation, peer pressure. - Effects: decreased self-esteem, lack of life skills, increased anxiety, hindered self-advocacy. **Historical Development of Playgrounds** 1. **Social Reform Movement:** Early playgrounds designed for structured, rule-based play to teach teamwork and socialization. 2. **Safety to Eliminate Risk:** Modern playgrounds prioritize injury prevention over child development, reducing exposure to beneficial risks. 3. **Return to Nature:** Forest and nature schools reintroduce unstructured outdoor play in natural, risk-accepting environments. **Adventure Playgrounds** - Emphasize loose parts (natural or manufactured, open-ended materials) for creative and adaptive play. - Guided by play facilitators (playworkers) using **Playwork Principles**, which stress the intrinsic motivation and personal direction of play. **Playwork Principles Highlights** - Play is an innate necessity for development and well-being. - Play is child-led, freely chosen, and personally directed. - Playworkers prioritize the play process, balancing risk with developmental benefits. **Canadian Paediatric Society Recommendation (2024):** - Aim for \"as safe as necessary\" rather than \"as safe as possible.\" **Questions to Support Risky Play** - Do you feel stable/excited/safe? - Notice how \[specific condition\] affects the activity. - How will you navigate the challenge (e.g., get down, go across)? **[(L) Play Therapy]** ### **What is Play Therapy?** - **Definition**: The Association for Play Therapy describes it as the **systematic use of a theoretical model** to facilitate interpersonal processes where trained play therapists use play\'s therapeutic powers to help clients manage psychosocial challenges and foster growth. - No single theory of play therapy is universally effective for all psychological disorders in youth. - **Prescriptive Psychotherapy**: Adapts the intervention to the client's specific problems and characteristics. ### **Benefits of Play Therapy** 1. **Facilitates Communication**: a. Encourages self-expression. b. Accesses unconscious thoughts. c. Allows direct and indirect teaching. 2. **Fosters Emotional Wellness**: d. Provides catharsis. e. Elicits positive emotions. f. Counterconditions fears and aids stress management. 3. **Increases Personal Strengths**: g. Develops problem-solving skills, resiliency, and self-regulation. h. Enhances moral development and self-esteem. 4. **Enhances Social Relationships**: i. Builds therapeutic relationships. j. Supports attachment, empathy, and social competence. ### **Stages in the Play Therapy Process** 1. **Therapeutic Relationship**: a. Build trust through non-directive, unstructured play. b. Therapist observes and connects at the child\'s pace. 2. **Discharging Emotions**: c. Use sensory and symbolic play to help children identify and manage emotions. 3. **Developing Coping Strategies**: d. Transition to structured activities like problem-solving games and storytelling. 4. **Integration and Consolidation**: e. Incorporate coping skills into daily life through reflective play and discussions. f. Highlight strengths and successes. ### **Special Techniques and Tools in Play Therapy** #### **Doll Play** - **Purpose**: Helps children project and resolve conflicts, practice life events, and develop skills like nurturing and independence. - **Doll Narrative Play**: - Uses dolls and settings for storytelling to address specific issues. - Therapist engages interactively, modeling behaviors and emotions. - **Medical Settings**: - Special dolls prepare children for medical procedures. - Helps in coping, understanding tools, and managing hospital anxiety. - **Trauma and Abuse**: - Anatomically correct dolls are used for education, trauma recovery, and forensic interviews. #### **Worry Dolls** - Traditional Guatemalan dolls help children share anxieties. - Symbolically \"remove\" worries when placed under a pillow. #### **Dollhouses** - Useful for exploring family dynamics and separation issues. - Dual dollhouses can aid children experiencing parental divorce. #### **Puppet Therapy** - **Historical Context**: First used therapeutically in 1936 by Lauretta Bender and Adolf Woltmann. - **Benefits**: - Provides psychological distance for self-expression. - Facilitates catharsis and problem-solving. - Enhances rapport and emotional awareness. - **Types of Puppets**: - Animals, fantasy characters, people, and special roles. #### **Sandtray Therapy** - **Origins**: Developed in the 1920s by Margaret Lowenfeld. - **Components**: - Sandtray, sand, and miniatures (400--500 recommended). - **Process**: - Prepare the room. - Introduce the client to the activity. - Facilitate tray creation. - Discuss and analyze post-creation. - **Benefits**: - Engages nonverbal emotional expression. - Encourages kinesthetic and therapeutic distancing. #### **Game Play in Therapy** - **Types**: Physical, strategy, and games of chance. - **Benefits**: - Reduces anxiety and power imbalances. - Enhances social-emotional learning and emotion regulation. - **Examples**: - **Chutes and Ladders**: Adapted for coping skills and exploring anxiety. - **Candy Land**: Teaches emotional intelligence through color-coded prompts. - **Operation**: Matches game elements with coping strategies. ### **Choosing Play Materials** - **Intentional Selection**: Ensure materials meet developmental, therapeutic, and cultural needs. - **Key Questions**: - How does this material help children express themselves and build relationships? - Does it foster belonging and cultural identity exploration? Play therapy is a versatile and impactful tool for helping children navigate psychological challenges, fostering growth through creativity, communication, and connection. ### **(L) Sports Lecture Notes** #### **Benefits of Sports** 1. **Mental, Emotional, and Social Health** a. Lower stress and reduced risk of suicide b. Higher self-esteem c. Increased cognitive performance d. Enhanced life satisfaction 2. **Physical Health** e. Improved cardiovascular fitness f. Increased bone health g. Reduced risk of cancer and diabetes 3. **Educational and Career Success** h. Improved teamwork and social skills i. Higher levels of academic achievement j. Development of leadership qualities 4. **Lifelong Participation** k. 73% of adults who play sports participated when they were younger. #### **Do Young People Have the Right to Play Sports?** - **UNCRC Article 31**: States that children have the right to leisure and play, but does not specifically mention sports. - **Activity**: Review the UNCRC to identify other Articles that can be applied to sports. #### **UNICEF Report on Respecting Children's Rights in Sports (2020)** **General Recommendations:** - **All Activities**: Children's rights should be integrated into all processes and practices. - **All Levels**: Consideration of children's rights should apply to every decision, regardless of level. - **All Actors**: All personnel should have training in children's rights. **Protecting Children from Exploitation and Abuse:** - **Article 19**: Protection from all forms of violence. - **Article 32**: Protection from economic exploitation and harmful work. **Concerns in Sports:** - Lack of awareness of the UNCRC among adults. - Measures often focus on preventing sexual abuse but overlook mental and emotional abuse. - Increasing economic exploitation, including fraudulent practices and child trafficking related to sports. #### **Investigating Behaviour Management in Youth Sports** **Punishment in Sports:** - Defined as the application or withdrawal of a stimulus to decrease undesirable behavior. - Negative outcomes include impaired relationships, lower self-esteem, and antisocial behavior. **Common Punishment Methods:** 1. **Excessive Exercise** a. Examples: Push-ups, laps, sprints as punishment for disrespect or lack of effort. b. Outcomes: Fatigue, injuries, tarnished relationships, and loss of desire to play. 2. **Yelling Negative Comments** c. Examples: Public shaming for poor performance. d. Outcomes: Feelings of shame, embarrassment, and diminished motivation. #### **Realizing Children's Rights** **Relevant UNCRC Articles:** - **Articles 9 & 10**: Right to family life. - **Article 24**: Right to health, clean water, and a safe environment. - **Article 28**: Right to education. - **Article 31**: Right to play and cultural activities. **Concerns:** - Inadequate medical care and support at less-resourced clubs. - Mental health issues in residential academies. - Dropping out of school for sports careers, leading to lack of qualifications. #### **Promoting Best Interests and Voice of the Child** **Relevant UNCRC Articles:** - **Article 3**: Best interests of the child as a priority. - **Article 12**: Right to express views and have them considered. **Concerns:** - Pressure to compete leads to harmful practices like doping or overtraining. - Insufficient platforms for children to share feedback and concerns. **Recommendations:** - Adopt children's rights policies. - Monitor risks to children's rights. - Provide grievance mechanisms and access to remedy. #### **Participaction Report -- 2024** **Overall Grade: D+** - Only 44% of youth meet the 60-minute daily physical activity benchmark. - COVID-19 exacerbated inequalities, especially among girls. **Recommendations:** - Focus on reducing inequalities. - Promote early and frequent physical activity. - Address climate-related barriers to activity. **Active Play: D-** - Only 22% of children engage in more than two hours of unstructured play daily. - Inequalities based on income, language, and location. **Recommendations:** - Promote outdoor and nature-based play. - Encourage indoor play for children with barriers to outdoor activity. - Emphasize the developmental value of unstructured play. **Organized Sports: B** - 68% of children aged 5-11 and 67% of youth aged 12-17 participated in sports in the past year. - Participation varies by income, gender, and identity. **Recommendations:** - Promote sport sampling over early specialization. - Ensure inclusivity for children with disabilities. - Provide financial support for low-income households. #### **Physical Education: C** **Statistics:** - Only 35% of K-8 students receive 150 minutes of PE per week. - 69% of students in grades 9-12 take PE classes. **School Assessment Questions:** 1. Does the school provide 30 minutes of daily PE instruction? 2. Does the program include intramural activities? 3. Are a variety of physical activities offered? 4. Does the program include cardiovascular components? 5. Does the program encourage participation of all abilities? 6. Does it emphasize fun over competition? 7. Are PE teachers qualified? 8. Is the environment safe? 9. Are additional facilities utilized? 10. Do students look forward to PE? **Grading:** - 10 "Yes": Excellent program. - 6-8 "Yes": Good program. - Less than 6 "Yes": Needs improvement. ### **(L) Digital Play Notes** #### **What is Digital Play?** - Play involving one or more types of digital technologies. - Examples: Apps, digital books, online games, cameras, smart toys, social media. - Digital play is dynamic and evolving; its nature is still under construction. ### **Discourse and Digital Play** **Understanding Discourse:** - Discourse refers to how we talk and think about a phenomenon (Cameron, 2001). **Dominant Discourse:** - Dominant narratives about young people and digital technology emphasize "risk" and "loss." - Early childhood practitioners are influenced by these dominant discourses. - Digital play is often perceived as separate from other forms of play, but digital media are integral to modern contexts, even when not physically present. - Adults should actively challenge dominant discourses around digital play. ### **Screen Time Guidelines** **Recommendations (Canadian Pediatric Society, 2022):** - **Under 2 years:** Screen time not recommended. - **Ages 2--5 years:** Limit screen time to less than one hour daily. - **Over 5 years:** Limit screen time to less than two hours daily. **Evolving Perspectives:** - The American Academy of Pediatrics (AAP) 2016 policy emphasizes content and context over screen time duration. - Term "screen time" may be obsolete. - Blum-Rose and Livingstone (2017): Activities with screens vary widely and cannot be uniformly categorized as problematic. ### **Sociotechnical Environment** - Digital technologies are part of an ever-changing "sociotechnical environment" (Bruce, 1997). - Asking about the \"effect\" of digital technologies oversimplifies their intertwined and dynamic relationship with social interactions (Sakr, 2020). ### **Adults and Digital Play** **Practitioner Observations:** - Practitioners often engage in "reactive supervision" rather than mediating or co-playing. - Digital play is sometimes not seen as "real play." - Digital technologies are often treated as solitary resources instead of tools for collaborative use. **Adults' Role:** - Adults can foster collaboration and reshape expectations around digital play. ### **Connection and Concern** **Concerns:** - Popular belief: Digital technologies hinder in-person connection and promote passive preoccupation. - Term "Technoference" describes technology interfering with quality time (McDaniel & Coyne, 2016; Kushlev & Dunn, 2019). **Counterarguments:** - Platforms like Skype and Facetime enable distant social interactions. - Online games and social media can deepen connections when used collaboratively. - Example (Mavoa et al., 2018): 80% of children playing Minecraft engaged with others, often collaboratively. ### **Physical Activity and Digital Play** **Concerns:** - Digital play is blamed for sedentary lifestyles and obesity. - Viewed as primarily screen-based and indoors. **Counterarguments:** - Technologies like Kinect, Wii, and Pokémon Go encourage physical activity. - Active digital play can inspire outdoor exploration and healthier lifestyles. ### **Moving Beyond the Discourse** **Challenges:** - Practitioners' skepticism prevents integration of digital technologies in education. - Perception of fragility hinders outdoor use of devices. **Solutions:** - Use protective cases for devices. - Encourage "heads-up" interaction with the natural environment. ### **Identity and Digital Spaces** **Exploration and Formation:** - Digital spaces facilitate identity exploration, particularly in gaming (boyd, 2014; Turkle, 2017). - Lack of digital communication can lead to social exclusion and alienation. **Authenticity Concerns:** - Questions arise about genuine self-representation in digital spaces. - Meta's (2023) policy emphasizes authenticity and accountability. **Perspectives:** - Rahim: Social media can reveal true selves and build connections. - Zara: Digital spaces allow less curated, more spontaneous sharing. **(R) Different Readings:** (Week 9) "I Let My Kids Use Sharp Knives" Article: Main point: When we give our kids the space to try and allow them the freedom to fail, we will often find that they are capable of so much more than we expected. (Week 11)