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UA PSY 200 - Childhood play
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Lecture 13 Outline of Last Lecture I. Development of visionII. Development of hearingIII. Development of languageIV. Theoretical perspectives to infant developmentOutline of Current Lecture I. Play definedII. How play aids in childhood physical developmentIII. How play aids in childhood social developmentIV. How play aids in childhood cognitive developmentV. Theoretical connections to playCurrent LectureI. Play defined- Play is defined as a pleasurable activity that is engaged in for its own sake. Researchers Krasnor, Pepler and Rubin characterized and defined play. Functional flexibility means that play can vary in functionality, does not have to be only to learn new skills or to get things done. There is a positive affect displayed through a “play face” which signals the other individuals that they are playing. There is intrinsic motivation where playing is out of choice and for its own sake. Play is non-literality, it is pretend. Playing is more about having fun with the process than about gettingto the end result. II. How play aids in childhood physical development- Infants begin playing through what is known as sensorimotor play. It involves exaggerated, repetitive movements such as rattles, chew toys, exersaucers, bouncers, etc. This type of play stimulates senses and improves early fine and gross motor skills for the infant. This type of play is present in Piaget’s sensorimotor stage where motor skills and world exploration are developed. - Adult-infant play also begins at infancy. This includes imitation and simple repetition games such as peekaboo. This develops motor skills and social skills and can establish secure attachments. - Constructive play begins around two years of age. This involves building and constructing objects such as blocks, Legos, stacking toys, clay, etc. This improves fine and gross motor skills and develops early understanding of math and physics. III. How play aids in childhood social development- Solitary play is when a child plays alone, is engaged in an activity but does not attempt to engage others. Onlooker play is when a child watches others play but does not engage with them. They are interested but do not participate. Parallel play is when children play side-by-sidewith the same set of toys/activities and they do notice each other, but do not influence each other’s behavior at all. Associative play is when children play with the same set of toys/activities, they exchange toys and small comments but there is little to no group PSY 200 1st Editionorganization. Then there is true cooperative play where children play in highly organized ways and have common goal(s), like playing house together. Lastly, rule-governed play is when there is coordinated play that adheres to a set of abstract rules. In this type of play there is cooperative and competitive activities. These are all examples of the types of play that influencesocial development in children. - Play aids in social development through several ways. It establishes the development of social competence. Children learn impulse control, group entry skills and emotional regulation. Children learn how to encode and decode other’s emotions. Their play is associated with the preschooler’s ability to decode emotional expressions of others. Also, children learn about problem solving. Cooperative play is correlated with the ability to come up with many solutions to a problem. IV. How play aids in childhood cognitive development- Children begin the first pretend play in infancy to about two years old. In this stage the children play with toys/objects for typical purposes. Next stage is substitute pretend play from ages 2-3 where they use toys/object for a new purpose. Sociodramatic play begins around three years old. This stage is where children begin to play role-playing games such as pretend superheroes, firefighters, school, house, etc. - There are numerous benefits of pretend play for children. It helps children begin to understand rules. It increases language production and reception. Play also helps children develop an association with counterfactual reasoning. This aids in planning and learning by permitting us to think through “what if” scenarios. They develop a theory of the mind and correlation with their creativity. This is the ability to attribute mental states, beliefs, intents, desires, knowledge to oneself and to others. V. Theoretical connections to play- Play is a term used in ethology and psychology to describe voluntary, intrinsically-motivated activities associated with the juvenile period of development. Play is considered evolutionarily “old”. It is observed in most mammals and even some reptiles. Play is also adaptive through associations with physical, cognitive, and social development which are needed for survival and reproduction. - The evolutionary psychology perspectives relates to the adaptive benefits of play through several areas. Survival and growth is represented through the pretend play preparing the children for adult roles such as play fighting and role imitation. Play offers experiences necessary for neurological development. Researcher Pellis demonstrated that rats who were denied the ability to play actually had neurological deficits. Play also represents mating through the male play being more physical and competitive to attract female mates. Social play facilitates social skills and mating opportunities. Play represents parenting through adult-child play helping form attachment. Also, a child uses play to gage their mother’s investment in them.Play also represents social living through social play preparing children for unexpected social circumstances.- The psychoanalytic and psychosocial perspectives play a role in play through overcoming anxieties and conflicts through the release of tension during play. It allows children to work off excess energy. It allows them to develop a sense of agency and competence. - Cognitive perspectives from Piaget reflects the cognitive development. Sensorimotor play leads to symbolic play which then leads to rule-governed play. Play allows for advances in our thinkingand allows schemes to be “exercised”. Vygotsky’s perspectives of play involves social and pretend play. Social play creates social interactions in which children can learn from a more knowledgeable other. Pretend play allows children to practice the language and tools of their social and cultural context. Pretend play also


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