Play
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| Define play. | Volitional activity characterized by fun and calculated to excite and amuse, activity for its own sake. | |
| What are the components of play? | Neuromuscular, sensory, or mental, involves action and attitude. | |
| What are 4 principles derived from play? | Follows a sequential, developmental progression, provides successful attainment and achievement of tasks, is repetition of experience, exploration, experimentation, and imitation, preparation of life’s skills. | |
| Describe the purpose of rules in play. | Allow organization of behavior/skills, change with age, maintain child’s interest, decrease frustration and mediate competing wishes, add meaning, organization and challenge, censure by group for breaking. | |
| What is the order of development of skill with rules? | Mastery of subroutines, subroutines combined in alternative ways, practice skills in different contexts for refinement and generalization. | |
| What arouses curiosity? | When incoming information is excessive, deficient, or discrepant. | |
| What might interfere with the arousal of curiosity? | Too much conflict may evoke fear, too little information may not arouse curiosity. | |
| What are the four types of play? | Sensorimotor, imaginary, constructional, and game play. | |
| What are some components of imaginary play? | Increased physical skills (gross motor) and cognition, used to understand societal roles, make believe, re-enact events, decreases tension/anxiety. | |
| What are some components of constructional play? | Build and create, requires fine motor skills and cognition, increases problem solving skills through experimentation. | |
| What are the five types of group play? | Solitary, onlooker behavior, parallel, associative, and cooperative play. | |
| What is solitary play? | No effort to observe, interact, or choose similar activities with others. | |
| What is onlooker behavior? | Occurs in novel situations, observes and asks questions or makes suggestions but does not engage in actual play. | |
| What is parallel play? | Children engage in activities similar to those of nearby peers, interactions occasionally occur, enjoys activity more when other children are around, but they do not cooperate with each other. | |
| What is associative play? | Lots of talking, more interest in peer interaction than activity, no group goals established. | |
| What is cooperative play? | Group goal, members assigned specialized roles, theme and sequence of events, one or two leaders. | |
| What are the two elements of play? | Form and content. | |
| What is form in play? | The choice of materials, the amount of playfulness, the kind of organization in play. | |
| What is content in play? | Expresses child’s needs, impulses, physical, and emotional state, reflects life situations to which the child is exposed. | |
| Identify the factors in assessing play. | Predominant type of play (solitary, parallel, etc.), predominant posture used (balance, preferred position), affect/mood, space for play, frequency (how long can they play independently), and activity level. | |
| What other aspects of play can be assessed when observing a child? | Availability of appropriate toys, play space/environment, nature of the child’s play with humans, toys, and non-toy objects. | |
| Define sensorimotor play with a single toy. | Motor play that utilizes the physical properties of the object. | |
| Give examples of sensorimotor play with a single toy. | Touching, turning, waving, banging, pushing. | |
| Define sensorimotor combination play. | Combining toys. | |
| Give examples of sensorimotor combination play. | Banging toys totether, stacking blocks, nesting toys. | |
| Define representational single toy play. | Use of the toy as if ti were the real object. | |
| Give examples of representational single toy play. | Dialing the telephone, brushing hair, eating with spoon. | |
| Define representational combination play. | Combining two toys as if they were the real objects | |
| Give examples of representational combination play. | Brushing the doll’s hair, pouring tea in cup, bathing doll. | |
| Define representational play with imaginary properties. | One element is assumed/pretend to be there. | |
| Give examples of representational play with imaginary properties. | Pretending to give doll sweets, making teddy ride an imaginary horse. | |
| Define double knowledge play. | Transcending the meaning of one object to use it as another. The real objects is NOT available. | |
| Give examples of double knowledge play. | Using a shirt as the doll’s diaper, pushing a block as a car. | |
| Define indiscriminate quality of play. | Immature responses in which each toy is used the same way regardless of its characteristics. | |
| Give examples of indiscriminate quality of play. | Mouthing the car, brush, doll, banging the car, brush, doll. | |
| Define investigative quality of play. | Examining or exploring the specific characteristics of a toy. | |
| Give examples of investigative quality of play. | Holding, turning, fingering surfaces or manipulation of parts. | |
| Define appropriate quality of play. | Responses which demonstrate knowledge of the specific function or physical properties of the object. | |
| Define inappropriate substitution in quality of play. | Overextensions of toy use where one toy is mixed up with another. The real toy IS available. | |
| Give examples of inappropriate substitution in quality of play. | Brushing hair with the mirror, drinking from the teapot. | |
| Define symbolic substitution (double knowledge) in quality of play. | Qualitative aspect of double knowledge – the child recognizes the real function of the object as well as its transcended meaning. | |
| Give an example of symbolic substitution (double knowledge) in quality of play. | Putting a block on the doll’s head as a hat, giving the doll pellets of paper to “eat.” |
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