Lecture 6 -Play 2 Flashcards
What were Garvey (1991) and Smith, Cowie & Blades (2003) types of play?
- Physical play
- Play with objects
- Fantasy play
- Language play
Argued you do these at any ages, but certain types are more common at certain ages
Outline 1. Physical play
- locomotive/ physical play
- involves play signals- to show its not agressive
- it can be passive - tickling
- within this type of play, there are 3 developmental phases of play
- rough and tumble play - often follows periods of being cooped up in classroom
Outline the 3 dev phases of physical play
- Rhytmical stereotypes, 1st stage - gross motor movements, kicking/ flailing, tecahes motor control
- Exercise play
- running around, jumping, can be alone or with others, starts in toddler, peaks in middle school, declines after
- uses surplus energy - Rough and tumble play
- 3/4/5
- wrestling
- done with others
- teaches muscle strenghth, co-ordination, balance
- dominance/ hierachy
- often outside, doesnt need objects
What did Pellegrini & Smith (1998) find?
Boys engage it physical play more than girls
- rhythmical stereotypes is equal though
- SLT may play a role in this - more rough and tumble with their sons than with their daughters
What are the functions of physical play?
- rhythmical stereotypes - improves control of motor patterns, what synapese are important
- Exercise play - endurance and strenght, enhance skills and economy of movement, keeps us fit, regulates temp
- rough and tumble - understanding of emotions (facial expressions) and practice fighting
Outline 2. play with objects
- 6-12 months
- objects link person to env
- western kids: toolbox/ kitchen
- Other cultures have dufferent stuff
- boys prefer transport stuff
- girls prefer dolls/ soft toys
What are functions of play with objects?
- Garvey (1991) - its a channel for social interaction (offer an object verbal/ non-verbal)
- Facilitates problem solcing - encounter new problems (toy getting stuck)
- Counterfactual thinking - progresses development. If i pour the tea out of this pretend tea pot, it must now be empty
Outline Lowes (1975) procedure
Gave different aged children an array of toys to see what they picked
Outline Lowes (1975) findings/ stages of object play beginning
•9 months - pick closest thing, bring it to mouth
• 12 months - investigated objects before doing anything with them
• 15 months - investigates before all other behaviour
- conventional use of items, how they would be used IRL
- hitting a hammer
• 21 months - searches for objects to go with other things, e.g. spoon and bowl
• 24 months -realistic enactment, uses objects all toghetr
• 30-36 - power to act purposefully attributed to object - e.g. get a doll to feed teddy bear
Outline 3. Fantasy play
- need certain abilities (e.g. OP)
- Also known as symbolic/ symbolic representation/ imaginative/ pretend play
- starts around 2, peaks early school, decreases after primary school
- Starts quite object orientated
- at 3, decontextualised play occurs - use objcets as a substitute - stick for a gun
- boys do more physical/ rough & tumble - superheros
- Girls do domestic, family play
Outline functions of fantasy play
- There are loads, but one is you can play together - develops friendships and social skills
- imagination, creativity, decentration
What did Lowe (1985) Find about fantasy play
observed children:
found its rare for any form of social play to occur under 2 years
- they dont play together
Outline how many have an imaginary friend
25-50% of 3-8 year olds have an imaginary friend
- helps development, but know its not real
Outline ages involved in fantasy play
• around 2.5, start to use scripts
- simplified order of events (e.g. how to make a pretend meal)
- based off real world observations
• By 4/5, pretend play is intiated by childrens ideas of the social world - where cultural differences is important
Define socio-dramatic play
- involves taking on roles/ identities in play
- e.g. family roles
- Vygotsky argued its important for self-contol, and there is a ZPD for play
What did Garvey (1984) say about fantasy play?
children carry out actions, take on roles, transform objects, express feelings about social world
What are the agents used in fantasy play
by 2.5, these have developed:
- Self as agent
- infant puts head on pillow, pretends to be asleep - Passive other agent
- doll on pillow, pretends doll sleeps - Passive substitute agent - block on pillow, pretends block is asleep
- Active other agent
- doll places block on pillow, doll is ‘putting block to bed’
What are the 3 types of social play with language?
- Spontaneous rhyming and word play
- Play with fantasy and nonsense
- Play with speech acts and discourse conventions (play with conversations)
- language facilitates other types of play as well
Outline spontaneous rhyming and word play
Sound of words are more important than grammar
- the fishy fishy is yours
- it is fun
- get enjoyment out of the sounds the words are making
What did Garvey (1991) say about spontaneous rhyming and word play
Argued its seperate from fantasy play/ goal-orientated play
- its play in its own right, without a purpose
Outline play with fantasy and nonsense
- nonsense verse and ‘topsy-turvy’ meanings appeal to children
- playing with conventions
- Assign funny names to objects for fun
- im a whale, look at my tail
- rhyming words - often with siblings name - smelly ellie
Outline play with conversation
- pick up rules over time
- take on roles in social setting
- manipulates/ plays with language conventions
- conversations show the extent to which a child understands norms - e.g. failing to expand on answers
- Makes them learn about conversation but in a play setting
Outline Ariel & Sever (1980)
- Studied Bedouin children (arab) vs Kibbutz in israel
- Bedouin: traditional community, little physical interaction between kids and adults - little pretend play
- Kibbutz: emphasised community, story telling, interaction - did much more pretend play
Outline Mcdonald (1992)
- Found higher socio-economic status parents play with children more
- lower status -> more sibling play, as siblings often help to rear young ones
- Sibling play helps imaginative play - younger people can enter imaginative world easier
Outline Garvey (1991)
explored the influence of family and culture on play
Oultine Archer & Lloyd (1986)
found differences in play behaviour of boys and girls:
- boys prefer objects, playing in large groups, and with different ages
- Girls prefer dressing up, playing in smaller groups, with same age
Outline Martin et al (2013) findings
P’s chose to play with same sex
Outline Maccoby (1998)
Found:
• segregation - tendency to play with same sex
• Differentiation - girls/ boys play differentyl
• Asymmetry - boys less likely to bring in others, more exclusive, vice versa with girls
Outline gender stereotypes
- Parents, teachers, media etc all reinforrce stereotypes
- Socialisation
- Girls more likely to do domestic play
- Boys are less likely to imitate fathers acts, as he is at work, so they look for role models from other sources
- girls imitate mum as they are the same gender
