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Lecture 3- infants can play too! - Coggle Diagram
Lecture 3- infants can play too!
Imagination= (The faculty or action of forming new ideas, or images
of concepts of external objects not present to the senses)- figure out what last half means
needed for learning process- takes from reality to different setting/// how think abt social things, mental maps etc
3 features of imagination: 1- (collectively produced and socially recognisable)/// even if imagination- people know what you’re trying to do eg banana phone/// 2- (discrepancy= clear difference between reality and imagination eg props can give concrete evidence for reality) 3- (manufacturer) has ability to move back and forth between imagination and reality-/// eg snap back to reality ‘let’s pretend … this didn’t happen- then go back to imagination///
Types of play
Fantasy play-/// can be anything eg cops and robbers, princesses
f • Rough and tumble-///can help with nervous system development, getting aggression out etc- wrestle like play
• Loose piece play/ play with objects-/// eg junk modelling- games with loose parts
• Socio-dramatic play///- more like creating a script- drama
• Rule game play///- older children eg tag/ what’s for dinner mr wolf
• Imaginary companion play-/// eg play with doll or toy you give personality to or imaginary being
Why play? Play= (evolved behaviour) / stable (predictable) behaviour pattern-for all (universal)/ naturally happens in conjunction with other fitness building activities/ reduced regular (caregiver interactions) before imaginative play begins reduces frequency, fitness, possibly ToM - (no causal evidence it was play or caregivers)
Burghardt’s Criteria
for Play (Animals)- all copied ngl
Not fully functional (i.e. for survival)///- eg not like getting food
• Voluntary
• Pleasurable
• Differs in form or some other way from functional expression
• Repeated/// eg tend to repeat same types of play w/ animals and humans
• Tends to occur under conditions of abundance not stress
Variations in play between humans and animals-observing animals- can gain knowledge of human play eg about- at side- human imaginitive play doesn’t have any comparable (analogous) qualities w/animal play
Social play///- animals not making bonds- thinking about others minds- but can still make inferences
• Object play- won’t be exactly same as humans but can still make inferences
• Locomotor-rotational play
Stages of play -all copied- in more detailed on other side of map basically copied
6 stages proposed by Mildred Parten (1932) •
• Observed children playing
• Found relationship between social skills and the way children play
• Once a child participates in a stage he/she uses variations
of this stage and earlier stages throughout play
Unoccupied play 0-3 months- before play stages start- Carten would say not part of stages but still important- child explores world- how they can influence via developing coordination of senses/ motor skills/// foundation of play- figuring out how body moves/ figuring out world- needed
Solitary play birth-2yrs- children not gained social skills for proper communication/ interaction- play w/ toys individually not w/ other kids- develops (independence, imagination, physical and mental skills)/// this is more mental rather than mental and motor in past stage- will develop with time eg play kitchen but just need to be alone and be preoccupied with play
Onlooker play birth-child close around other kids - mental engagement of watching play but not participating- when older will still not join but may ask Qs or give suggestions - builds along solitary play but seen throughout childhood
Parallel play- 2 1/2 - 3 1/2 years- children play alongside eachother with own toys- older children communicate to bond toddlers play in vicinity- help develop (social relations outside of family) learn play from others
Associative play- 3-4 1/2 years - begin to play in groups but may follow own narrative- may not work in unison - no collective aim w/play
Cooperative play- 4-5 5 1/2 years- highest level of social play- more structured and social- group aim- children alter their roles in play and make suggestions
Rule based games- (6+ yrs- part of cooperative play- winners and losers w/ rules made up by children- different from organised competition eg sport)- PARTENS PLAY OVER TIME PIC ON SLIDES///- mean no.times of play vs age- changes over time
Play in infancy correlates w/ building caregiver- child bonding/ developing social, cog and emotional skills, in play helps teach relations with varied communication functions/ infant and adult brains linked via social cues eg speech prosody or joint attention- most copied/// eg making big smiles- programmed to want to give that communication- babies want that kind of communication- builds attachment - amount of contextualised words given in first few months directly relates to language skills later on
Typically parents- make big expressions- go close as babies can only see short distsnces