MG

lecture 2 : Play theories and contexts

Introduction to Play Theories

  • Lecture by Dr. Nicole Jamieson

  • Focus on classical play theories and contemporary views on children’s play.

  • Concept of "image of the child" is introduced; it affects how educators view and support children's play.

Image of the Child

  • Facilitates personal reflection on views about play and children.

  • Influences the types and qualities of play experiences provided:

    • Materials available

    • Interaction with children

  • Shaping this image involves personal history, education, and theoretical understanding.

Understanding Play Theories

  • Exploration of various perspectives on:

    • /classical theories (1800s - early 1900s) focus on why children play and what is that purpose .

    • Contemporary theories focus on developmental outcomes of play.

Why is Play Important?

Classical Theories

  • Addressing the purpose of play:

    • Surplus energy theory: Play allows children to expend excess energy.

    • Restorative theory: Play helps children regain energy after hard work.

    • Evolutionary theory: Play reflects growth from physical to imaginative activities.

    • Practice theory: Play acts as rehearsal for adult life.

Modern Views of Play

  • Shift from why children play to the cognitive, social, and emotional benefits derived from play.

  • Recognizes play as a vehicle for learning and development in educational contexts.

Foundational Contributors to Play Theory

Friedrich Froebel

  • Early 1800s pedagogue; coined the term "kindergarten" (children's garden).

  • Advocated play as a mode of nurturing children's potential and tying it to the natural world.

  • Intended play to be structured with specific educational goals (Froebel's gifts).

Maria Montessori

  • Developed a different approach focusing on independent mastery of skills through play-based learning.

  • Emphasized order and structure in children’s play activities to enhance learning outcomes.

Loris Malaguzzi

  • Father of the Reggio Emilia approach, emphasizing play as self-expression.

  • Defined play as a means for children to demonstrate knowledge, creativity, and foster community relationships.

Cognitive Development and Play

Jean Piaget

  • Constructivist theory asserts children actively create knowledge through interaction with their environment.

  • Stages of play:

    • Practice Play: Sensorimotor activities (0-2 years).

    • Symbolic Play: Imaginative and representational play (2-6 years).

    • Games with Rules: More structured play involving strategies, corresponds with formal operational thought.

Lev Vygotsky

  • Viewed play, particularly sociodramatic play, as crucial for preschool learning and cognitive development.

  • Emphasized social context's impact on cognitive processes.

  • Components for effective play: creation of imaginary situations, dialogue, and adherence to role-based rules.

Neuroscience and Play

  • Brain development is rapid in early childhood; the frontal lobe grows most significantly (ages 3-6).

  • Play supports multiple developmental functions, including movement, language, and emotional regulation.

  • Nature vs. Nurture: Healthy environments enhance brain development and could be fostered through play.

Theoretical Frameworks and Context

  • Most theories arise from a developmentalism perspective, suggesting universal and structured growth.

  • Critique of the homogeneous groups these theories often represent (typically middle-class, white populations) raises concerns over inclusivity in play theory.

Critiquing Play

  • Recognizing the need for critical thinking in understanding play experiences:

    • What messages are conveyed through play materials?

    • Who benefits from current play structures, and who may disadvantage?

  • Movement towards postmodern approaches that appreciate the diversity of experiences and challenge taken-for-granted practices.

  • Demand for a holistic understanding of children's play that integrates various theoretical perspectives.