Chapter 1Chapter 1Chapter 1Chapter 1

Valuing PlayValuing Play

• Chapter one activity• Think about your favorite play

activity as a child and write about it.– Share your experience with a partner

or group of 3 next to you. (a few minutes)

• Did play occur outdoors or indoors?

• What was your age?• How does play and remembering

play make you feel?• How was play valuable to you?• What messages were send to you

about play from the adults in your life? Did they play with you?

Is play valuable?

If so, for whom?

Defining PlayDefining Play Components of play

Characteristics of Play

(What children experience)

Observable Behaviors

(What adults see)

Contexts of Play

(What impacts it and where it occurs)

Characteristics of Play

Requires active

involvement

Pleasurable

Focuses on action rather

than outcomes

Symbolic

Free of external

rules

Voluntary

Play

What is your definition of play?

Think—Pair—Share

Educational Definition Focuses on

Characteristics • Play is pleasurable.• Play is voluntary and intrinsically motivated. • Play is symbolic, meaningful, and

transformational. • Play actively engages the players. • Play is rule-bound. • Play focuses on process rather than product.

Advocacy Definition • Play is natural and valuable for all young

children. • Play and development are reciprocal,

progressive, and transformative. • Play promotes good physical and mental

health. • All children should have easy access to

play places that are safe and that support quality play.

• All children have the right to play as stated in Article 31 of the United Nations Convention on the Rights of the Child.

Comparing Play and Exploration

Play • positive affect • creative

combinations, improvisational

• casual demeanor; heart rate is variable

Exploration • neutral affect

(cautious)• stereotypical

behaviors• Intense; heart

rate issteady; and concentration evident

Comparing Play and Playfulness

• Play – observable

behaviors– reproducible

context– characteristics of

play

• Playfulness – personality trait or

internal disposition• spontaneity • openness• curious • joyful • humorous • communicative • emotionally

expressive

Levels of Cognitive Play • Sensorimotor play

• Symbolic play

• Games with rules

Levels of Sensorimotor Play

• Practice play or functional play– mere practice play-repeating an act for pleasure

already been mastered (riding bike, tying & untying shoes)

– fortuitous combinations-practice play discovers new way of putting activities together (blocks)

– intentional combinations-new behaviors are deliberately combined, symbolic (blocks turn into a wall)

– constructive play- use materials to create or construct something (blocks, paint, play-doh)

Levels of Symbolic Play • Level I (Birth to 2 years)

– symbolism begins

• Level II (2 to 7 years) – Orderliness-spoon on a placemat– exact imitation of reality – imitates reality– collective symbolism with differentiation and

complementary adjustment of roles- children agree to different roles

Levels of Social Play • unoccupied behavior • onlooker behavior • solitary play • parallel play • associative play • cooperative play

Contexts of Play

macrosystem

exosystem

microsystem

child • Mesosystem

– interaction between two systems

– chronosystem—impact of factors over time

To support play, adults should…

• maintain healthy, safe, play spaces.

• develop schedules that ensure that basic physiological needs are met.

• cultivate an array of familiar peers, materials, or other culturally relevant materials.

• display behaviors that encourage but do not disrupt play.

• establish an agreement between the adult and the child that play can occur. Signals are often used to indicate that this is a psychologically safe play space.

Specific actions that encourage play

include… • focusing on the process (rather than the goal)

of play. Ask exploratory questions that help extend the child’s play.

• elaborating and building on children’s play or interests. Make comments, offer new and varied materials.

• reflecting the emotions children express in their play and actions. This labels and validates children’s feelings.

Encouraging play (cont.)

• defining the problem. Help children learn negotiation skills. Encourage them to think about alternatives.

• providing varied materials to encourage exploration and play.

• providing open-ended materials for play.(Klein, Wirth, and Linas, 2003, pp. 40–41)

Obstacles to Play • poverty and violence• changing cultural values • inadequate space • overemphasis on academics

Summary • Play can be defined and studied

using specific criteria.• Characteristics, observable

behaviors, and context guide the study of play.

• Play can and should be an important part of every child’s life.

• Wrap up– In groups of two or three come up

with a pneumonic for the six educational characteristics of play.

– Share