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Social Development (Social play) - Coggle Diagram
Social Development (Social play)
Theory 3
Mildred Parten
Parten discovered six types of social play:
Parallel play
Associative play
Onlooker play
Cooperative play
Solitary play
(Centre for Learning Innovation, 2006)
Unoccupied play
Theory 5
Jerome Singer
Singer found the environment a young child is in can influence how the child develops and shows their imagination.
Exposure to stressful situations
Development of child's cognitive skills
Young child's family situation
Development of child's physical skills
Development of child's language development
Development of social, emotional and moral skills
The play enviromnemt
Opportunities for different types of play and play experiences
Human environments such as the adults
Opportunity to role play and be part of make believe and dramatic play
(Centre for Learning Innovation, 2006)
Jerome Singer concludes that Dramatic and Socio dramatic play is how a child's imagination develops.
Examples
Cooperation
Problem solving
Perspective taking
Communication
Definition
Social play is demonstrated by peers interactions and participation with one another during play. These exchanges are from useful engagement and when knowledge is shared in situations that allow for role taking and social perspective taking.
(Animal Creativity and Innovation, 2015)
Theory 4
Kenneth H. Rubin
Stages of dramatic and imaginative play
Constructive play
Dramatic play
Functional play
(Centre for Learning Innovation, 2006)
Theory 1
Jean Piaget
Piaget and Smilansky together formed three categories of play:
Symbolic play
Games with rules
Sensory motor play
(Centre for Learning Innovation, 2006)
Sara Smilansky
Theory 2
Sara Smilansky
Apart from her work with Piaget, Smilansky adapted an additional three stages of play:
Constructive play
Dramatic play
Functional play
(Centre for Learning Innovation, 2006)
Implications on literature
A vital component is for teachers to have a sound understanding of each learner's social and cultural background.
Learners needs are to be taken into account when the curriculum is constructed.
Instead of directly teaching, teachers should instead facilitate the learning.
