Theorising Play in the Early Years is a theoretical and empirical exploration of the concept of pedagogy and play in early childhood education. The book provides an in-depth examination of classical ...and contemporary theories of play, with a focus on post-developmental perspectives and Vygotskian theory. In this book, Marilyn Fleer draws on a range of cross-cultural research in order to challenge Western perspectives and to move beyond a universal view of the construct of play. Culture and context are central to the understanding of how play is valued, expressed and used as a pedagogical approach in early childhood education across the international community. Designed as a companion to the textbook Play in the Early Years, but also useful on its own, Theorising Play in the Early Years provides indispensable support to academics and TAFE lecturers in early childhood education in their course development and research.
Play is a common and developmentally important behaviour in young mammals. Specifically in Norway rats (Rattus norvegicus), reduced opportunity to engage in rough-and-tumble (RT) play has been ...associated with impaired development in social competence. However, RT play is a complex behaviour having both a kinematic aspect (i.e., performing complex 3D manoeuvres during play fights) and a social aspect (interacting with a playful partner). There has been little research so far on disentangling the two aspects in RT play, especially on how these two aspects affect the affective appraisal of the intense physical contact during play. To examine the developmental effects of kinematic and social play reduction on affective appraisal in rats, we subjected male Long-Evans rats from 21 days old to RT play experience that was reduced either kinematically (through playing in a low ceiling environment) or socially (through playing with a less playful Fischer-344 rat). Starting at 35 days, we measured their production of positively (50-kHz) and negatively (22-kHz) valenced ultrasonic vocalisations (USVs) in a 2-min standardised human-rat play procedure that mimicked the playful sequences of nape contact, pinning, and belly stimulation ('tickling') for ten days. We hypothesised that the rats with kinematically or socially reduced play would perceive the 'tickling' less positively and thus emit positive ultrasonic vocalisations at lower rates compared to control rats with non-reduced play experience. Our results confirmed that each of the treatments reduced play differently: while the kinematic reduction abolished playful pinnings entirely, the social reduction decreased the pinnings and made play highly asymmetric. During the tickling procedure, rats mostly produced 50 kHz USV, indicating that they appraised the procedure as positive. There was a wide inter individual variance and high individual consistency in rats' USV responses to 'tickling'. Crucially, neither the kinematically nor the socially reduced play experience affected either type of USV production when rats were 'tickled'. This finding indicates that the ability to appraise play-like interactions as positive remains unaffected even when the kinematic or the social aspect of play experience was substantially curtailed.
Language Outcome in Autism Kasari, Connie; Paparella, Tanya; Freeman, Stephanny ...
Journal of consulting and clinical psychology,
02/2008, Letnik:
76, Številka:
1
Journal Article
Recenzirano
This study reports results of a randomized controlled trial aimed at joint attention (JA) and symbolic play (SP) in preschool children with autism, with prediction to language outcome 12 months ...later. Participants were 58 children (46 boys) with autism between 3 and 4 years of age. Children were randomized to a JA intervention, an SP intervention, or control group. Interventions were conducted 30 min daily for 5-6 weeks. Assessments of JA skills, SP skills, mother-child interactions, and language development were collected at 4 time points: pre- and postintervention and 6 and 12 months postintervention by independent testers. Results indicate that expressive language gains were greater for both treatment groups compared with the control group, and results could not be explained by differences in other interventions in which children participated. For children beginning treatment with the lowest language levels, the JA intervention improved language outcome significantly more than did the SP or control interventions. These findings suggest clinically significant benefits of actively treating JA and SP skills in young children with autism.
•Evolutionary functions of play.•Neuroanatomical underpinning of play.•Role of the Parafascicular nucleus in play.•Functional circuits of play.•Gating, set-shifting and prepulse inhibition and its ...role in Play.
Play has been recognized as a complex and diverse set of behaviors that has been difficult to define. Play can range from rough and tumble play among rats to a human child playing a computer game. Play has been understood to exist in multiple forms such as social, object, and locomotor (Burghardt, 2005). In this article we review the literatures on the neural basis of social play, on heart rate variability, on behavioral switching and set-shifting, on prepulse inhibition of the acoustic startle reflex, and on learning at the level of the basal ganglia. Each of these neuronal pathways, aside from heart rate variability, is rooted in the parafascicular nucleus of the thalamus, an important neural substrate for social play. We argue that social play optimally balances a number of opposing neural pathways by engaging systems involved in safety versus danger (heart rate variability), automatized reactions versus learned reactions to new stimuli (behavioral switching and set-shifting), and gating relevant versus less relevant stimuli (prepulse inhibition of the acoustic startle reflex). The idea that play, in addition to its role in interpersonal adaptation to social life, may have a central role in optimizing flexibility and creativity in individual response to novelty has been explored by previous authors (Huizinga, 1955; Spinka et al., 2001; Pellegrini et al., 2007; Pellis and Pellis, 2017). In this paper we explore the possible underlying neural basis for this function of play, having to do with balancing various neural networks, and in doing so propose an expanded understanding of the nature and function of social play.
Engagement in play has been definitively linked to the healthy development of children across physical, social, cognitive, and emotional domains. The enriched nature of high-quality outdoor play ...environments can afford a greater diversity of opportunities for play than indoor settings. To more effectively design outdoor play settings, we must better understand how the physical environment supports, or hinders, the different types of play which suit children’s needs and interests. However, play typologies or observation tools available to date do not adequately capture the unique characteristics of outdoor play. This paper outlines the development and testing of the Tool for Observing Play Outdoors (TOPO), a new typology of outdoor play, as well as a systematic field observational protocol which can be used to effectively depict children’s behaviors in outdoor spaces, as well as evaluate the play environment itself. The tool can be deployed in either a collapsed or expanded form to serve the needs of a wide range of studies and environments. This new tool represents a significant advance in the ability to fully and effectively study and plan outdoor play environments to provide more diverse, high-quality play settings that will support the healthy development of children across the spectrum.
The field of child-centered play therapy has long recognized the value of play for children's growth and development, however other fields of inquiry have come to realize the value of play as well, ...such as play-based social interventions for youth with autism spectrum disorder. Despite the differences between the theoretical and pragmatic applications of child-centered play therapy and play-based social interventions, the purpose of this work is to orient a play-based social intervention study with child-centered play therapy approach. In particular, this work will discuss the theoretical and pragmatic approaches of the two fields with emphasis on 2 factors of play: (a) play materials and (b) permissiveness. Additionally, the play experiences of 1 boy, Enoch, are reviewed through the typical stages of child-centered play therapy, to demonstrate how permissive play with technology-based play materials functions in play-based social interventions.
Children and play Smith, Peter K
2009., 2010/01/01, 2009-03-30
eBook
The role of play in child development is a source of ongoing interest and debate. In this book, renowned expert Peter Smith offers an expansive definition of the term “play”, taking an in-depth look ...at its impact on children, as well as its adaptive value for birds and mammals, including primates. Using both contemporary and classic research, Smith examines how different age groups and sexes participate in a wide variety of play, including exercise and rough-and- tumble play, fantasy play and imaginary friends, and play with objects. The book gauges the function of play in early childhood education and makes the case for and against recess breaks in school. How play occurs in different societies and among various populations – including children with special needs – is also explored. With its comprehensive coverage of theoretical, historical, cross-cultural, and evolutionary perspectives, Children and Play holds significant insights for parents, educators, and clinicians.
<a href=;http://www.npr.org/templates/story/story.php?storyId=19212514&;>Hear the author interview on NPR's Morning Edition
If you believe the experts, “child’s play”; is serious ...business. From sociologists to psychologists and from anthropologists to social critics, writers have produced mountains of books about the meaning and importance of play. But what do we know about how children actually play, especially American children of the last two centuries? In this fascinating and enlightening book, Howard Chudacoff presents a history of children’s play in the United States and ponders what it tells us about ourselves.
Through expert investigation in primary sources-including dozens of children's diaries, hundreds of autobiographical recollections of adults, and a wealth of child—rearing manuals—along with wide—ranging reading of the work of educators, journalists, market researchers, and scholars-Chudacoff digs into the “underground” of play. He contrasts the activities that genuinely occupied children's time with what adults thought children should be doing.
Filled with intriguing stories and revelatory insights, Children at Play provides a chronological history of play in the U.S. from the point of view of children themselves. Focusing on youngsters between the ages of about six and twelve, this is history “from the bottom up.” It highlights the transformations of play that have occurred over the last 200 years, paying attention not only to the activities of the cultural elite but to those of working-class men and women, to slaves, and to Native Americans. In addition, the author considers the findings, observations, and theories of numerous social scientists along with those of fellow historians.
Chudacoff concludes that children's ability to play independently has attenuated over time and that in our modern era this diminution has frequently had unfortunate consequences. By examining the activities of young people whom marketers today call “tweens,” he provides fresh historical depth to current discussions about topics like childhood obesity, delinquency, learning disability, and the many ways that children spend their time when adults aren’t looking.
The cultural-historical approach provides the deep theoretical grounds for the analysis of children's play. Vygotsky suggested three critical features of play: switching to an imaginary situation, ...taking on a play role, and acting according to a set of rules defined by the role. Collaboration, finding ideas and materials for creating an imaginary situation, defining play roles, and planning the plot are complex tasks for children. However, the question is, do children need educator's support during the play to develop their executive functions, and to what extent? This experimental study was aimed at answering this inquiry. The four modes of sociodramatic play were created which differed in the adult intervention, from non-involvement in the play to its entire organization. The play could be child-led (with adult help), adult-led, or free (without any adult intervention); and there was also a control group where the children heard the same stimulus stories as the other groups but then followed them up with a drawing activity instead of a play activity. The study revealed that, firstly, the ways of educator's involvement in the play differed in their potential in respect to the development of executive functions, and, secondly, this influence was not equal for different components of executive functions. Free play in the experiment was not a beneficial condition for the development of any of the studied components of executive functions, compared to the conditions involving the participation of an adult in the play. Furthermore, the type of adult intervention stimulated the development of various executive functions. The entire organization of the play by the adult had a positive impact of their general development. In contrast, the adult's assistance in the organization of the children's play had a positive effect on the development of inhibitory control. The study results can be helpful when considering educational practices within a cultural-historical approach to engaging the potential of play in children's learning and development around the world.
Does play shape hand use skill in rats? Whishaw, Ian Q.; Burke, Candace J.; Pellis, Sergio M.
Experimental brain research,
06/2021, Letnik:
239, Številka:
6
Journal Article
Recenzirano
Hand use is a widespread act in many vertebrate lineages and subserves behaviors including locomotion, predation, feeding, nest construction, and grooming. In order to determine whether hand use is ...similarly used in social behavior, the present paper describes hand use in the social play of rats. In the course of rough and tumble play sessions, rats are found to make as many as twenty different movements a minute with each hand for the purposes of manipulating a partner into a subordinate position or defending against a partner’s attack. The hand movements comprise signaling movements of touching, offensive manipulating of a partner to control a play engagement, and defensive hand movements directed toward blocking, pushing and pulling to parry an attack. For signaling, attack and defense, hand movements have a structure that is similar to the structure of hand movements used for other purposes including eating, but in their contact points on an opponent, they are tailored for partner control. Given the time devoted to play by rats, play likely features the social rat behavior with the most extensive use of hand movements. This extensive use of hand movements for social play is discussed in relation to the ubiquity of hand use in adaptive behavior, the evolution of hand use in the play of mammals, and in relation to extending the multifunctional theory of the purposes of play to include the education of skilled hand movements for various adult functions including as feeding.
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