We've preselected "All levels" for you, but you can change your study level at any
time by choosing one of the options on this menu. Changing your study level will return
you to the beginning of the module.
There are also quite a few interesting articles relating to play
on the website of Community Playthings.
Pretend
play (1)
Age 1-2: Early pretence is typically tied to the actual actions associated
with objects (eg drinking from an empty cup);
Later pretence uses objects to stand for something (eg banana as a phone;
a stick as a horse);
In older children, more time is spent planning the pretence than acting
it.
(Goswami and Bryant, 2007)
Pretend play
(2)
Although pretend play is largely thought of in terms of social development, it
can also involve all other areas of development, eg:
Language: in explaining and understanding pretend situations;
A 'theory of mind': in understanding what others are thinking and why;
Executive skills: planning and self-regulation.
(Goswami and Bryant, 2007)
In the clip entitled: Evan, Elias, Lyric and Itiah On the Bus, children take part in
pretend play. At the time of writing, this clip appears ninth from the top of the
clip list on this website.
In this clip, what evidence can you find for the areas that we have discussed on
this page and the previous page?
Theory of
mind
'Theory of mind' allows a person to predict the behaviour of others based on their
intentions and desires. Originally, it was thought that this aspect develops in children
at around four years of age. However, research has demonstrated that children as young
as two and a half demonstrate an emerging understanding (Wellman and
Phillips, 2000).
In developing a theory of mind, children observe and learn about:
Kinds of events that lead to happiness or anger;
Goal directed behaviour and intentions;
Interest and intention by following the gaze
of others;
Joint attention with others;
Social contingencies.
(Goswami and Bryant, 2007)
Imagination
and thinking
Through manipulating objects (eg sand and water or blocks), children can control
how objects behave and create relationships between them.
From two years old, they begin to differentiate between reality and make-believe.
In late infancy, and as they begin to initiate play, children acquire lessons about
both their physical and social worlds. Play offers natural opportunities for children
to extend their imagination beyond what they know to imaginary problems and solutions.
This enables them to develop new patterns of thinking.
As children begin to negotiate rules, relationships and roles, play becomes a bridge
to higher level thinking.
(Evangelou et al, 2009)
The role
of play in a continuum of learning (1)
In home settings, researchers found that the combination of play and parental support
meant that children very often played differently and did very different things when
compared with their time
at nursery.
The child's play time, use of art and conversations with parents, tend to follow
an unbroken thread which, in contrast to nursery, means that they have far greater
freedom and confidence to explore using play time.
In the case of a particular three year old:
A TV advert inspired him to draw a huge strawberry devouring a small boy;
He explored scary scenarios with his mother, including the 'Never smile
at a crocodile' song; this led to him
Drawing the crocodile; before
Acting out rowing away from a crocodile using a 'baby bath' boat with coat
hangers for oars.
Interestingly, his preschool reported a lack of interest in drawing.
In light, the unique setting, the sophisticated one on one support and the real
focus on freedom at play time, gave him far greater confidence to explore in a way
that was markedly different from other settings.
(Evangelou et al, 2009)
The role
of play in a continuum of learning (2)
Adults can be catalysts – drawing alongside children and listening and responding
attentively to the children's explanations and stories of what they are drawing.
Evangelou et al, 2009
Play can be enriched by guiding, planning and resourcing.
Evangelou et al, 2009
Think of a child that you work with. See if you can establish the 'continuous thread
of meaning' in activities that engage them. If appropriate, talk with the child or
their parent.
Draw up a plan for how you might facilitate further exploration and learning based
on this thread.
How will you remain aware of the child's changing interests?
Find
out more (1)
Department of Children, Schools and Families (2009) Learning, Playing and Interacting:
Good practice in the Early Years Foundation Stage. Annesley: DCSF Publications.
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