1. Types & Development of Play
兒童遊戲專題
許錦雲
10/12/2007

2. Types of Play Social play Cognitive play Social-Cognitive play
Informal (free) play
Motor play
Rough-and-Tumble play
Bad play

3. Social play Cognitive play
Parten
Erikson
Howes & Matheson
Piaget
Smilansky

4. Parten’s Types of Social Play (1932)
Unoccupied play
Solitary play
Onlooker play
Parallel play
Associative play
Cooperative play

5. Solitary play plays alone and independently different activity
no reference to others

6. Parallel play plays independently but near or among others
similar toys or activities
beside but not with

7. Associative play plays with others
conversation is about common activity, but does not subordinate own interests to groups

8. Cooperative play activity is organized differentiation of roles
complementing actions

9. Erikson’s social play (1950)
Autocosmic play
Microcosmic play
Macrocosmic play

10. Autocosmic play—world of self; explores own body and the body of mother; repetition of activity
Microcosmic play—world of small, manageable toys and objects; solitary play; pleasure derived from mastery of toys; Macrocosmic play
World shared with others

11. Howes & Matheson (1992) Parallel play Parallel aware play
Simple social play
Complementary and reciprocal play
Cooperative social play
Complex social play

12. Parallel play—in proximity and in similar activities but without notice or awareness of each other
Parallel aware play—in proximity and in similar activities with eye contact and mutual awareness

13. Simple social play—engaged in similar activities with eye contact and presence of social bids—talking, giving, holding, etc.
Complementary and reciprocal play—presence of social bids plus “action-based role reversals”, e.g., hide-and-seek, run-and-chase

14. Cooperative social play—enactment of organized constructive or sociodramatic play with complementary roles and communication
Complex social play—engagement in organized constructive or dramatic play with play communication and communication about the play or metacommunication

15. Piaget’s Stages of Cognitive Play
Functional Play
Symbolic Play
Playing Games with Rules

16. Constructive view of cognition
1. Sensorimotor Stage (b-2)
2. Concrete Operations Stage (2/3-11/12)
a. preoperational substage (2-4)
b. intuitive substage (4/5-7/8)
c. concrete operational substage (7/8-11/12)
3. Formal Operations Stage (11/12-16+)

17. Constructive view of play
1. Practice Play Stage (b-2)
2. Symbolic Play Stage (2/3-11/12)
a. substage 1 (2-4)
b. substage 2 (4/5-7/8)
c. substage 3 (7/8-11/12)
3. Games With Rules Stage (11/12-16+)
--Constructional and Creative Transitional Play Phase

18. Smilansky Functional Play Constructive play Symbolic/Dramatic Play
Playing Games with Rules

19. Functional Play
occurs during the sensorimotor period in response to the need to be active
characterized by repetitions, manipulations, and self-imitation
includes practice play and exercise play

20. Constructive Play develops from symbolic play
represents adaptations to problems
includes experimentation with the ways things go together

21. Symbolic Play referred to as the “play like” or pretend play stage
includes assuming the role of someone else
includes pretending that objects represent something else

22. Playing Games with Rules
begins around age seven or eight
follows rules and limits of play

23. Stages in the development of symbolic play
Prepretense
Pretend self
Pretend other
Substitution
Imaginary objects or beings
Active agent
Sequence, no story
Sequence story
Planning

24. Prepretense : child engages in a approximate pretense but gives no confirming evidence or pretense
Pretend self : child engages in pretense behavior, directed toward self, in which pretense is apparent

25. Pretend other : child engages in pretense behavior directed away from child toward other; pretends the behaviors of other people
Substitution : child uses an apparently meaningless object in a creative or imaginative manner, or uses an object in a pretense act in a way that differs from its usual use

26. Imaginary objects: child pretends that an object, substance, person, or animal or beings is present
Active agent: child animates a toy (e.g., doll, toy animal) that represents a being so that toy becomes an active agent in the pretend activity

27. Sequence, no story : child repeats a single pretense act/scheme with multiple receivers
Sequence story: child uses more than one related scheme in pretense activity
Planning: child engages in pretend play preceded by evidence of planning

28. Social-Cognitive play (Rubin, Watson, Jambor, 1978)
Social play—solitary, parallel, group
Cognitive play—functional, constructive, dramatic, games
3x4

29. Nonsocial play behaviors (from Loyd & Howe, 2003)
Solitary-passive
Solitary-active
Reticent

30. Solitary-passive behavior
consists of construction play and exploratory activity
is more object-oriented than people oriented
children might not be less socially skilled or emotionally regulated but choose to remove themselves from their peers and focus on objects

31. Solitary-active behavior
consists of dramatic and functional play
were associated with immaturity, impulsivity, peer rejection, and externalizing behaviors
children may want to play with others but have been isolated by their peers

32. Reticent behavior consists of onlooker and unoccupied behaviors
lack of engagement with physical and social environment
Children want to play with others but feel fearful and anxious
may reflect nonoptimal patterns of peer relations #