lecture 4- play: theory and functions Flashcards
playful intereactions promote the development of..
Playful interactions promote the development of role-taking skills and mature social judgements
(Piaget, 1965).
-what does role taking highlight
-conflict
- Role-taking highlights different perspectives of self and others.
- Conflicts arise (a lot). Must learn to coordinate and manage these for play to continue.
play facilitates…. development
-what is important for
-what does it help
Play facilities cognitive, social and emotional development.
- Important for Theory of Mind (Harris, 2000).
- Helps to:
– Master meaning/sharing.
– Compromise.
– Increase emotional sensitivity to self and others.
the role of play
-friends and peers
- Friends and peers are an important part of socialisation.
- Provide the social context in which self-concept, identity, and appreciation of others develop
peer influences in role of play at differnt stages differ:
-how much influence at each stage
– Infancy & toddlerhood: Limited influence (mostly family /
caregivers).
– Childhood: Main interaction with peers is through play; still
less important than family.
– Teenagers: Growing influence of peers. (their own age) (have more experience now, spend more times with friends usually than family)
what are piaget’s stages of play based on
- Based on changes in play structure rather than content.
- Reflect developing capacity to think symbolically.
Piaget’s stages of play
stages
FUNCTIONAL: Nonsymbolic practice
games
Sensorimotor: Early to late infancy (up to age 3)
SYMBOLIC: Make-believe and pretend games
Preoperational: Early childhood (3-6 yrs)
GAMES: Games with rules
Concrete operational: Late childhood (7+ yrs)
Symbolic, pretend play
- Change the function of objects using imagination.
- Role-playing.
Piaget’s stages of play
Functional play
- Repeating motor routines.
- Throwing, opening, closing, filling, tipping.
-can do this on your own
Piaget’s stages of play
Games
games with rules
kids above 7 have abaility usually to understand
etc
what is the importance of symbolic play
-what are the two condition of joint construction that helps develop friendships:
- Pretend play becomes increasingly JOINTLY constructed.
- Two conditions of joint construction that helps
develop friendships: - (1) Sharing feelings and experiences
- (2) Negotiating conflicts
- Learn how to both lead and follow.
- Multiple perspective taking between them, others,
different characters
play and social interaction
-names of types of play
-the age at which they occur
parallel play - (6-12 months) two babies next to each other at this age will ignore each other but play
simple pretend play - talking smiling, some interaction (12-18 months)
Reciprocal play (18-24 months): Action based role reversals in social games (peek a boo, chase).
Cooperative social pretend play (2.5 – 3 years): Role taking games eg mum and baby, but with little planning or rules.
Complex social pretend play (3.5 – 4 years): Planned pretend play. Assign
roles to players, and modifies this if play breaks down
role of play and social intereaction in de-centering
-what happens when child becomes other centered
The process of de-centering > Knowing others
go from self- centered to other centered
-some research asks children when they start to be more other centered what they think of ithers: if they are more self centered they think of physical attributes , if they become other centered they think of additional psychological qualities
what did Piagers cognitive developmental milestone say about :
pre operational (3-6 years) when they start taking the perspective of others
Pre-operational
(3-6 yrs)
Focus on most salient perceptual aspects. Describe others in very concrete and observable terms eg
appearances, possessions. Physical comparisons.
what did Piagers cognitive developmental milestone say about :
Concrete operational
(7-10 yrs)
when they start taking the perspective of others
Others have different points of view; allows them to
look beyond surface appearances of people and to
infer underlying aspects such as regularities in conduct,
psychological traits. Psychological comparisons
what did Piagers cognitive developmental milestone say about :
Formal operational
(12-14 yrs)
when they start taking the perspective of others
Logical and systematic thinking, abstractions; mental
inferences and deeper psychological comparisons
between people.
social perspective taking
what is selman’s stages of social perspective taking
Ability to discriminate self from others’ perspectives allows richer understanding of self and others and the relationships between
different points of view.
- Need to know the internal factors of another to truly understand (ToM; empathy). Otherwise resort to external inferences.
Selman’s Stages of Social Perspective Taking
- Egocentric perspective (3-6 yrs): Unaware of any perspective other than their own. Their
feelings will be shared by others. - Social-Informational
role-taking (6-8 yrs) :Can recognise that people can have perspectives that differ from their own. BUT only because they have received
different information to themselves. - Self-Reflective role-
taking (8-10 yrs):
Know that there can be conflict between their and others’
points of view, even with the same information. Both can take perspective of the other. BUT child can’t consider own and other perspective at the same time. - Mutual role-taking (10-12 yrs)
:Can simultaneously consider own and other perspective and
know that others can do the same. - Societal role-taking
(12-15 yrs +): Perspectives made in comparison to social system expectancies and norms.
The Holly dilemma
olly is 8 and she likes
to climb trees.
One day she falls but is
unhurt.
Her Dad saw her fall
and is upset and asks
her to promise not to
climb any more trees.
She promises.
Later that day Shawn’s
kitten is stuck in a tree.
Among her friends
Holly is the best
climber. But she has
promised her Dad…
- Does Holly know how Shawn feels about
the kitten? - What does Holly think her Dad will feel and
do if he finds out she climbed the tree? - What would you do?
the holly dilemma and selman’s stage of social perspective taking
0.Egocentric
perspective (3-6 yrs)
. Assume Holly will save kitten. And her Dad will be happy because he likes kittens (because they like kittens) very self centered)
- Social-Informational
role-taking (6-8 yrs)
“If he didn’t know why she climbed the tree, he would be
angry. But if he knew why she did it, he would realise that she had good reason.” - Self-Reflective role-
taking (8-10 yrs)
She’ll climb the tree and Dad will understand reason. But also
understands that Dad would not have wanted her to climb it
– Dad’s concern perspective.
3.Mutual role-taking
(10-12 yrs)
-Perspective of disinterested 3rd party. “Holly wanted to get
the kitten… but she knew she wasn’t supposed to climb trees. Holly’s father knew that Holly had been told not to climb trees, but he couldn’t have known [about the kitten].”
- Societal role-taking
(12-15 yrs +)
Does not think Holly should be punished, treating animals
kindly is important and justifies her act, and her Dad should
recognise this.
what is imitation
-doesnt have to be direct mimicking of what somebody does, but can be mirroring soemone elses behaviour
imitation emerges early amd serves 2 functions
-what are they
1) a learning mechanism through which infants gain new skills and knowledge about the world.
(2) a social function through which they engage in social and emotional exchanges with others
when does voluntary imitation start
- Early, voluntary imitation, 8-12 months.
- But model must be present (must be directly in frontof the person)
-what is deferred imitation
- Deferred imitation, by 2 years.
- Ability to reproduce the actions of another in the future.
- Important milestone.
- Construction of symbolic representations of experiences,
via retrieval of these from memory.
In typical development infants show imitation of…
In typical development infants show imitation of vocalisations and facial expressions.
imitation at age 1 and by age 2
- Object-focused play (by age 1) > action imitation with toys.
- By age 2, imitation games involve a wider range of affective gestures (eg shrugging).
what is reciprocal imitation
plays key role in early peer
interactions.
- Same action on same object as another > increase and sustain social interaction.
- Coordination of emotional responses > facilitates
interactions. - Refined for development of more sophisticated play skills
(eg symbolic play).
the case for play in schools literature review
summary points
-what questions were asked
-review is synthesis and commentary on the state of play in primary school playgrounds, reveiwing academic reserach and ‘grey’ literature
-we used semi systematic integrative , narrative and creative approach , searching and sleecting sources , synthesisng them into concwptual themes and creating an original commentary on current research and opinion
we asked 4 questions
-what are the benefits to the whole school community of children having time, space, permission to play ?
-what concerns are there about playtime?
- How are playtimes valued by school staff and by children
-what interventions have been tried to improve playtimes?
The Case for Play in Schools
adults views
-social emotional benefits
-cognitive and academic benefits
- social and emotional benefits
-better negogiation and problem solving skills
-learning how to deal with conflicts, falling out and teasing;
-learning how to compromise
-dealing with fear and risk
-building friendships
*cognitive and academic benefits
-increased attention on return to classroom, especially for children with ADHD
-better classroom and on task-bhevaiour
-more concentration,less fidgeting
The Case for Play in Schools
Childrens’ views
-most children enjoy playtimes, but a significant minority do not
-playtimes are associated with freedom and being able to do what they want
-children felt thar playtimes should not be taken away as a punishment
-having someone to play with is important. However, some children soemtimes prefer to play one
