Parallel play
This is when several children are playing with several same materials but they are not playing together. Children working on puzzles are usually engaging in parallel play. They usually talk to each other but if one leaves the table the conversation and play is not effected as the others continue to play.
Looking on play
This is when the playing child is observing the children around them. The child maybe talking to peers. Observing their peers, they may influence their actions thus resulting in the alteration of their actions and behaviour. Children engaging in this sort of play may seem oblivious but this is not so, they are very alert to what is going on around them.
Joining in play
This occurs when several children are playing together. They might decide to play “tag” and if one child decides to drop out this does not effect the game whatsoever.
Co-operative play
This is when a child co-operates during play. They are designated a role and they accept it. They are dependant on the others for achieving the goals of play.
Types of play
- Discovery
- Physical
- Exploratory
- Imaginative
- Social
Discovery play
This enables the child to discover things like texture, shape, size, colour, how they are made and what they can do with them. This effects the child both emotionally and intellectually. It effects her emotionally as her emotions will be tested if she is not enjoying a certain thing she will show anger and sadness but if she is enjoying it she will show happiness.
Physical play
Curiosity and mobility grows as they grow. They need the chance to fulfil their curiosity and mobility by exploration and investigation of the surrounding environment. This is needed by the child’s larger muscles in her arms and legs by exercise such as running, jumping, climbing and skipping. It also gives Katie opportunities to grow socially by meeting and mixing with other children. It effects the child physically , intellectually, emotionally and socially. It effects the child physically as the child gets use of larger muscles. The child runs, jumps and plays football. It effects her intellectually as she is learning new games, rules and how to play them. The emotional impact physical play has on a child is that they experience both outcomes winning and losing.
Exploratory play
When children engage in exploratory play they develop a perception of themselves as explorers. They are confident learners who make discoveries and ask questions. They get to discover ideas and concepts for themselves. Forms of exploratory play is playing with shape sorters and play dough.
The effect it has on a child’s physical development is that a child’s physical development is that a child’s fine motor skills will develop through the chilld using their hands to make different things.
The childs self-esteem will also be boosted as they will achieve what they wanted thus making them feel good about themselves.
Imaginative play
Children love to dress up and imitate real life situations. A child’s imaginary world consists of both fantasy and real life play situations. They can play with child sized versions of real objects such as tea sets. This effects a child physically and intellectually when a child is imagining things this is improving the use of their imagination. Also when playing dress up it is improving the use of fine motor skills as they have to use your hands. It also encourages the child intellectually as it encourages the child to express their feelings, if they are playing a character they are acting. This also helps a child to develop their imagination and language skills. Emotionally a child expresses real life fears in an unreal setting when they are a particular character. Socially it allows the child to be in a situation they would not usually find themselves in.
Manipulative play
This is when a child moves, orders, turns or screws items to make them fit this allows the child to take control of their world by mastering the objects provided. An example of manipulative play is threading materials e.g. beads, cotton reels, screwing materials such as nuts and bolts. This effects the child physically as it helps develop their fine motor skills and hand-eye co-ordination. Intellectually it helps cognitive skills such as logical thinking.
Social play
Social play is about relating to others, playing and making friends. These are all key for social inclusion and well being. This benefits a child’s physical development by giving them a chance to play with others. This helps a child learn to play with others and encourage language development.
How can play change childrens development?
Play is essential to development as it contributes to the cognitive physical, social and emotional well-being of children and youth. It also encourages parents to engage with their children. Although it benefits both children and parents, most parents don’t have time due to a hurried life style, changes in family structure and increased attention to academics and enrichment activity.
Theories of Play
Lev Vygotsky
Social Learning Theory
Vygotsky believes that social interaction has great influence on a childs learning. He felt that learning did not go through specific stages but was a continual process throughout a persons life. He thought that there was a difference between a child’s actual development level and the stages of development that could be attained through adult help and support. He claimed that true learning occurred in the “Zone of Proximal Development.” Great emphasis was placed on social interaction with learning being dependant on interaction and collaboration with adults and peers. Katie is influenced greatly by social interaction this way she builds her vocabulary as she hears the words and uses them. She can watch and learn from other children or adults. Mimicking would also be a form of social interaction as she is copying what another person is doing therefore she is mimicking them. She usually mimics her mother as she has a close bond with her.
Pigaett’s Theory
Pigaett’s theory links the muscles and senses to the skills of a very young child. He called these skills schemas. A child quickly learns how to grasp a rattle and put it in its mouth. The child can transfer this action to a different but similar – shaped object. This is known as assimilation. The shema must be adopted when the object is completely different. This is known as accommodation. These both are adaptation which is a major part of the learning process. He feels children learn from discovery and first hand experiences. This theory effects Katie as when she is playing with a ball she kicks, catches and throws for fun. Assimilation happens when she kicks, catches or throws a similar shaped object for example a piece of srunched up paper. Accommodation occurs when she kicks, catches or throws a completely different shaped object for example a bottle.