Child’s Play “Play is a child’s work.” Maria Montessori Because play is so important to the optimal development of children, the United Nations High Commission for Human Rights has recognized engaging in play as a right to every child. Created by: D. Evans

Play offers Opportunities Children learn what is soft and hard, cold and warm, scratchy or smooth, as they touch and manipulate everything within reach. Children learn what is heavy and light, as they lift and fling things about their world. Children learn what is sour and sweet, as they mouth, suck and drool their way through everyday life.

Play Creates Meaning Children learn what works and doesn’t work, as they pull and push, fit, stack and destroy. Children learn how to connect events, feelings, thoughts and learning together, symbolizing their experience.

Types of Non-Social Play Solitary Play – Where children play without regard for what others children around them are doing. – Child does not tend to approach others – Solitary play helps the child to be a thinker as he or she concentrates on the task at hand.

Non-Social Play cont’d Onlooker Play – When children observe others at play. – Mostly occurs among 2 to 3 year olds. – Onlooker play helps a child to become social.

Levels of Social Play Parallel Play – Children play alongside others but not with them. – Children may play with similar toys but use toys in their own ways.

Levels of Social Play, cont’d Associative Play – Where children interact and share toys but do not have a shared goal or engage in joint efforts – May talk about what they are doing, share toys, and ask questions. – Enhances communication skills.

Levels of Social Play, cont’d Cooperative Play – Where children play and interact with a shared goal in mind. – Follow instructions of other children – Observe division of labor with other children – Develops sociability in children

Passive Play The child is not actively engaged in the act of play but rather being passively entertained by or minimally interacting with an electronic device. – Examples: Television Videos Video & computer games

Active Play The child interacts with objects, movement, and/or others – Examples: Building blocks Game of tag Coloring Hopscotch

Sensory Motor Play The child is engaged in play with objects of a textural medium Learning through the senses – Example: sand play finger paints Play dough Water play Cooking

Exploratory Play Children are able to actively explore materials and environments Enhances learning through experimentation – Examples: Mixing paint to find primary and secondary colors Relationships between shapes Spatial relations Numbers and patterns

Dramatic Play Child uses objects, actions, and language to create imaginary roles and situations Connection between real and pretend Provides an emotional outlet – Examples: » Playing house or acting out situations » Puppets » Pretending to be an animal » Re-enacting a story

Skill Mastery Develop sense of accomplishment and independence Do something over and over until they have mastered it, feel good about their newly acquired skill – Examples: Riding a bike Skating

Manipulative or Constructive Play Child uses objects or materials to create a representation of something Symbolic thinking and elements of pretend Hands on experiences – Examples: Building a fort with blocks Building a sand castle Paper folding Provides a good outlet for emotional energy

Benefits of Play Intellectual Development – Child’s thinking is becoming more orderly, more structures and more logical – Play becomes more realistic and more rule oriented Social/Emotional Development – Peer group provides support – Sense of belonging – Self-concept development – Develops sense of pride in talents, Skills and abilities