Types Development of Play 10122007 1 Types of

Types & Development of Play 兒童遊戲專題 許錦雲 10/12/2007 1

Types of Play n n n n Social play Cognitive play Social-Cognitive play Informal (free) play Motor play Rough-and-Tumble play Bad play 2

Social play n n n Parten Erikson Howes & Matheson Cognitive play n n Piaget Smilansky 3

Parten’s Types of Social Play (1932) n n n Unoccupied play Solitary play Onlooker play Parallel play Associative play Cooperative play 4

Solitary play n n n plays alone and independently different activity no reference to others 5

Parallel play n n n plays independently but near or among others similar toys or activities beside but not with 6

Associative play n n plays with others conversation is about common activity, but does not subordinate own interests to groups 7

Cooperative play n n n activity is organized differentiation of roles complementing actions 8

Erikson’s social play (1950) n n n Autocosmic play Microcosmic play Macrocosmic play 9

n n n Autocosmic play—world of self; explores own body and the body of mother; repetition of activity Microcosmic play—world of small, manageable toys and objects; solitary play; pleasure derived from mastery of toys; Macrocosmic play World shared with others 10

Howes & Matheson (1992) n n n Parallel play Parallel aware play Simple social play Complementary and reciprocal play Cooperative social play Complex social play 11

n n Parallel play—in proximity and in similar activities but without notice or awareness of each other Parallel aware play—in proximity and in similar activities with eye contact and mutual awareness 12

n n Simple social play—engaged in similar activities with eye contact and presence of social bids—talking, giving, holding, etc. Complementary and reciprocal play— presence of social bids plus “actionbased role reversals”, e. g. , hide-andseek, run-and-chase 13

n n Cooperative social play—enactment of organized constructive or sociodramatic play with complementary roles and communication Complex social play—engagement in organized constructive or dramatic play with play communication and communication about the play or metacommunication 14

Piaget’s Stages of Cognitive Play n n n Functional Play Symbolic Playing Games with Rules 15

Constructive view of cognition 1. Sensorimotor Stage (b-2) 2. Concrete Operations Stage (2/3 -11/12) a. preoperational substage (2 -4) b. intuitive substage (4/5 -7/8) c. concrete operational substage (7/8 -11/12) 3. Formal Operations Stage (11/12 -16+) 16

Constructive view of play 1. Practice Play Stage (b-2) 2. Symbolic Play Stage (2/3 -11/12) a. substage 1 (2 -4) b. substage 2 (4/5 -7/8) c. substage 3 (7/8 -11/12) 3. Games With Rules Stage (11/12 -16+) --Constructional and Creative Transitional Play Phase 17

Smilansky n n Functional Play Constructive play Symbolic/Dramatic Playing Games with Rules 18

Functional Play n n n occurs during the sensorimotor period in response to the need to be active characterized by repetitions, manipulations, and self-imitation includes practice play and exercise play 19

Constructive Play n n n develops from symbolic play represents adaptations to problems includes experimentation with the ways things go together 20

Symbolic Play n n n referred to as the “play like” or pretend play stage includes assuming the role of someone else includes pretending that objects represent something else 21

Playing Games with Rules n n begins around age seven or eight follows rules and limits of play 22

Stages in the development of symbolic play n n n n n Prepretense Pretend self Pretend other Substitution Imaginary objects or beings Active agent Sequence, no story Sequence story Planning 23

n n Prepretense : child engages in a approximate pretense but gives no confirming evidence or pretense Pretend self : child engages in pretense behavior, directed toward self, in which pretense is apparent 24

n n Pretend other : child engages in pretense behavior directed away from child toward other; pretends the behaviors of other people Substitution : child uses an apparently meaningless object in a creative or imaginative manner, or uses an object in a pretense act in a way that differs from its usual use 25

n n Imaginary objects: child pretends that an object, substance, person, or animal or beings is present Active agent: child animates a toy (e. g. , doll, toy animal) that represents a being so that toy becomes an active agent in the pretend activity 26

n n n Sequence, no story : child repeats a single pretense act/scheme with multiple receivers Sequence story: child uses more than one related scheme in pretense activity Planning: child engages in pretend play preceded by evidence of planning 27

Social-Cognitive play (Rubin, Watson, Jambor, 1978) n n n Social play—solitary, parallel, group Cognitive play—functional, constructive, dramatic, games 3 x 4 28

Nonsocial play behaviors (from Loyd & Howe, 2003) n n n Solitary-passive Solitary-active Reticent 29

Solitary-passive behavior n n n consists of construction play and exploratory activity is more object-oriented than people oriented children might not be less socially skilled or emotionally regulated but choose to remove themselves from their peers and focus on objects 30

Solitary-active behavior n n n consists of dramatic and functional play were associated with immaturity, impulsivity, peer rejection, and externalizing behaviors children may want to play with others but have been isolated by their peers 31

Reticent behavior n n consists of onlooker and unoccupied behaviors lack of engagement with physical and social environment Children want to play with others but feel fearful and anxious may reflect nonoptimal patterns of peer relations # 32