Development of Play Occupations: Toddlers—18 to 24 Months Flashcards
Development of Play Occupations: Toddlers—18 to 24 Months
PLAY OCCUPATIONS
Functional Play
- Multischeme combinations
- Performs multiple related actions together
Gross Motor Play
- Enjoys sensory input of gross motor play
Pretend or Symbolic Play
- Makes inanimate objects perform actions (dolls dancing, eating, hugging)
- Pretends that objects are real or that they symbolize another object
Social Play
- Participates in parallel play
- Imitates parents and peers in play
- Participates in groups of children
- Watches other children
- Begins to take turns
PERFORMANCE SKILLS
Regulatory/ Sensory Organization
Enjoys solitary play for a few minutes Uses PlayDoh
Enjoys rough and tumble play
Fine Motor/Manipulation Completes 4- to 5-piece puzzle
Builds towers (e.g., 4 blocks)
Holds crayon in fingertips and draws simple figures (straight stroke or circular stroke)
Strings beads
Begins to use simple tools (e.g., play hammer)
Participates in multipart tasks
Turns pages of book
Gross Motor/Mobility
Runs, squats, climbs on furniture Climbs on jungle gym and slides Moves on ride-on toy without pedals (kiddy car) Kicks ball forward Throws ball at large target Jumps with both feet (in place) Walks up and down stairs
Cognitive
Links multiple steps together
Has inanimate object perform action
Begins to use nonrealistic objects in pretend play
Continues to use objects according to functional purpose Object permanence is completely developed
Social
Expresses affection
Shows wide variety of emotions: fear, anger, sympathy, joy Can feel frustrated
Enjoys solitary play, such as coloring, building
Engages in parallel play
Laughs when someone does something silly
In the second year of life, the infant engages in functional, or relational, play; that is, an object’s function is understood, and that function determines the action (Boxes 3-3 and 3-4). Initially, children use objects on themselves (e.g., pretending to drink from a cup or to comb the hair). These self-directed actions signal the beginning of pretend play.83 The child knows cause and effect and repeatedly makes the toy telephone ring or the battery-powered doll squeal to enjoy the effect of the initial action.
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