01a Topic1 TYPES OF PLAY.pptx

Types of Play

1. LECTURE 2 – Additional Notes PLAY AND LEARNING

2. Types of Play Solitary play Onlooker play Parallel play Associative play Cooperative play

3. PLAY What is Play? Types of Play The Elements of Play The Important/ Benefits of Play Prepared by Mr. Manogaran Subramanian, JIP

4. What is Play All children play From the infant squealing in delight during a game of peek-a-boo to the older child playing a game of basketball

5. What is Play Play is recognized as an important part of a child's development.

6. What is Play Pretend to go grocery shopping; play the roles of shoppers, and employee R eflection of the children's experiences and interactions with their environment Piaget described play as a "child's work."

7. What is Play Francis Wardle, an author and instructor at the University of Phoenix (Colorado), who defines play as "child-centered learning”

8. What is Play Play then, is a natural, child-directed way for children to learn new concepts and to develop new skills that will provide the basis for success in future settings.

9. Elements of Play The social elements of play describe the amount of social interaction that the child is engaged in The cognitive elements describe the complexity of the child's play skills Social and cognitive play elements are interrelated and will often overlap . Children may demonstrate several social and cognitive elements during one play activity

10. Elements of Play The social elements are identified as solitary, parallel, or social play . The cognitive elements of play are described as being sensorimotor , pretend, constructive, mastery, or games with rules .

11. Social elements of Play In solitary play, a child plays alone The child is not reliant upon the actions or words of others Examples of solitary play include an infant shaking a rattle in her crib and a preschooler quietly looking at a book by herself. Children of all ages engage in solitary play

12. Social elements of Play In parallel play children play side-by-side, using the same toys and materials, but do not engage in social interaction. A child may notice what his peers are doing No directly attempt social contact Common among children ages two to three.

13. Social elements of Play Social or group play is observed during the preschool years Children learn social rules such as sharing, taking turns, and cooperation Children begin to develop friendships

14. Social Play?

15. Cognitive Elements of Play In s ensorimotor play, children engage in motor movements beginning with early reflexes and moving toward more intentional actions Infancy through age two

16. Cognitive Elements of Play Pretend play usually begins around eighteen months of age Children at the pretend play level are able to act out adult roles , actions, and events that are familiar to them At about the age of three or four, pretend play skills become more symbolic

17. Cognitive Elements of Play Children are able to substitute one object for another The younger child "feeds" a baby doll with a toy bottle It is during this level of play that the child's own experiences directly influence and provide a foundation for their play

18. Cognitive Elements of Play Age of three to four that children develop an interest in constructive play. Manipulate objects and materials in their world resulting in an end product, such as a chalk picture, a block tower, or a sand mountain. Draw designs on a piece of paper, build with blocks, play and dig in the sand, and so forth. Become more skilled in expressing thoughts, ideas, and concepts .

19. TYPES OF PLAY The classic study of how play develops in children was carried out by Mildred Parten in the late 1920s at the Institute of Child Development in Minnesota She closely observed children between the ages of 2 and 5 years and categorised their play into six types

20. Unoccupied Play The child is relatively stationary and appears to be performing random movements with no apparent purpose A relatively infrequent style of play

21. Solitary Play The child is are completely engrossed in playing and does not seem to notice other children. Most often seen in children between 2 and 3 years-old.

22. Solitary Play

23. Onlooker Play Child takes an interest in other children's play but does not join in. May ask questions or just talk to other children But the main activity is simply to watch.

24. Looks interesting!

25. Parallel Play The child mimics other children's play but doesn't actively engage with them. For example they may use the same toy.

26. What type of Play is this?

27. Associative Play Now more interested in each other than the toys they are using. This is the first category that involves strong social interaction between the children while they play.

28. I want to play also…

29. I play, you push…

30. Cooperative Play Some organisation enters children's play For example the playing has some goal and children often adopt roles and act as a group.

31. Lets build a castle!

32. Types of Play Other sources http://www.learningchild.com.au/ccd/play

33. Discovery play (exploring play) Enables a child to find out about things: what they are like - their size, shape, texture, colour ; how they are made; what she can do with them, for example playing with water or sand. The child will also discover that things can be broken, and this can help to teach her to take care of her possessions.

34. Physical play (exercise) takes place when a child is actively moving around - running, jumping, climbing, crawling, balancing, swinging, throwing a ball, and so on.

35. Social Play

36. Creative play A child expresses her own ideas and feelings to make something which is original For example, a picture, an animal in modelling dough, a house in building blocks Able to express feelings and ideas more easily by painting and drawing As the child becomes more skilled with words, she may then be able to write a story, poem or play.

37. Imaginative play I s 'pretend' or fantasy play. The child imagines that she is someone else or an animal such as a rabbit or dog. Children imitate the ways of adults when they play in a Wendy house or play 'shopping'. Attempting to behave like someone else helps the child to understand more clearly the ways other people behave.

38. Imaginative Play

39. Let’s race!

40. A Wendy House A Wendy house fit for a Queen: The secrets and history of the tiny Welsh cottage in the grounds of Windsor where generations of royals have played A Wendy house is a small play house for children, large enough for one or more children to enter

41. Wendy House

42. Manipulative play Involves skilful use of the hands. During manipulative play the hands, eyes and brain are being trained to co-ordinate, that is, to work smoothly together Babies become increasingly skilful with their hands as they play with rattles, soft toys and other objects. Later on, they benefit from playing with such things as modelling dough

43. Social play Takes place when children play together. It teaches them to co-operate, to share, and to be honest It also teaches them that antisocial behaviour , like cheating, leads to isolation and loss of friendship. Children often quarrel and in doing so learn about each other's reactions.

44. Emotion Play ?

45. Affection Play?

46. Importance of Play Children play because it gives them pleasure . They do not play when it is not enjoyable or if they are bored with the game. Play is also an essential part of their education because while they are playing they are learning. It is an important part of socialisation .

47. Importance of Play The children learn how others behave and how to mix easily with them Children need to play on their own and without interference in order to learn how to amuse themselves If adults spend too much time playing with a child, the child will feel bored and miserable when left on her own. Then, instead of playing happily, the child will spend her time trying to demand attention.

48. Importance of Play Other sources

49. Importance of Play Enhance physical, language, social, and cognitive development Increase their knowledge and understanding of self, others, and the physical world around them Motor development becomes increasingly more refined through the physical activity

50. Importance of Play The development of children's language skills – solve problem; communicate Opportunities for social interaction with peers; follow social rules; learn to express and control their emotions and to resolve conflicts Cognitive skills are developed and challenged; gain confidence; seek out even more challenging activities

51. Benefits of Play 1. Play enables children to find out about themselves and the world. It allows them to: discover experiment create concentrate express ideas

52. Benefits of Play develop speech develop muscles invent learn new skills learn how other people behave role-play (pretend to be someone else) share possessions use the imagination ·

53. Benefits of Play co-operate with others show off (children like to let others know what they can do) act protectively towards someone less powerful than themselves.

54. Benefits of Play 2. Play helps towards happiness A child who is absorbed in play is likely to be a happy child, as play produces feelings of satisfaction and achievement . 

55. Benefits of Play 3. Play helps prevent boredom. Preventing a child from being bored is very important, as boredom can quickly lead to bad temper, irritability and destructiveness.

56. Benefits of Play 4. Play can help reduce stress. The acting out of stressful situations can help them to seem more familiar and therefore less frightening. For example, by playing 'schools' a child becomes familiar with the idea of going to school.  This will help to reduce any nervousness about school which the child might have. In the same way. playing 'doctors and nurses' can help prepare a child for a stay in hospital.

57. Benefits of Play 5. Play can help divert aggressive instincts. Using a hammer to nail pieces of wood together to make a 'boat' is preferable to using the hammer to hurt someone or destroy property.

58. THE END Prepare for Tutorial 2 In groups of 3 or 4, prepare and demonstrate “Traditional Games/Play” playable in a Primary Classroom