Understanding Play In Children: A Theoretical And Conceptual Analysis

Purpose

From this set reading, the authors aim to make the reader understand the meaning of “play”, its value in the societal sense, and varying perspectives to play. The authors describe the concept of play in children between the age group of 0 to 8 years.

Main points and key idea discussion

The key points that are discussed in this set reading are

– The definition of “play”, by creating a concept map

– Detailing the various interpretations and forms of play

– Sketching the benefits and challenges of play.

– Describing how play enables relationship development

In addition to the above mentioned points, play memories of people from various age groups and their impact on the development of the child are discussed, with relevant examples.

Theoretical perspectives/

assumptions

In this set reading, two major theoretical perspectives and assumptions are shared, namely

– Play is different in different cultures, and has different impacts on the children’s’ development (pp.3-4)

– The memories of play in childhood have an impact on the growth and development of a child until adulthood. (pp. 11-20)

Conclusions

From the various points raised in the reading, it can be concluded that

– The concept, initiation, and implementation of play differs with differing cultures

– Each form of play influences the a child’s development differently

– Play holds a great value in the cultural expression of a person

– .There are a few cultures that discourage play, thus the development of the child is differently managed.

Implications

Play is a natural phenomenon which occurs in children as a part of their developmental process. Even though play is encouraged by many as a natural part of childhood, the support varies with cultural variations. Childhood play and memories of play in childhood influence the person’s development from childhood to adulthood (Parmar, Harkness, & Super, 2004). As the child’s age increases, his/her type of play changes, thus enabling a holistic development.

Purpose

From this set reading, the authors aim to make the reader understand various perspectives of children on play, and to comprehend the key take-home message from learning their views.

Main points and key idea discussion

The key points that are discussed in this set reading are

– Realizing the view-point of an adult, and that of a child on the same play, thus finding the differences in perspective

– The various ways of communicating play with children

– Interpreting children’s perspectives on play, and the lessons that can be learnt from them

How each and every culture details play in children is also discussed in this reading

Thesis or arguments or theoretical perspectives

In this set reading, two major theoretical perspectives and assumptions are shared, namely

– Data can be collected from children on their perspectives on play, using various methods (p.32)

– One can learn a lot from children by interpreting the data correctly.(p.44)

Conclusions

From the various points raised in the reading, it can be concluded that

– It is possible to subjectively and objectively document the children’s perspective on play using various developmental tools, and by using technology.

– The data on the perspectives that are obtained, must be used to reinforce the development of the child, and for further research..

Implications

Many children are not capable in conveying exactly what they intend to convey. As adults who deal with them, it is our responsibility to try to understand what the children intend to say about the activities given to them, whether they like it or not, and whether they are comfortable doing it any other way. One needs to be observant so as to pick up the cues provided by the children. It is essential to make the children voice out their perspectives and viewpoints, so that they grow up into confident and independent adults. It is also important that the adults heed their perspectives and modify the concerns as necessary.  (Rogers & Evans, 2008).

Purpose

From this set reading, the author aims to comprehend the definition of play and in concept in varying families and cultures, and places a strong emphasis on encouraging play in the home environment.

Main points and key idea discussion

The key points that are discussed in this set reading are

– Origins of play, play in the historical texts and evidences, and the evolution of play

– The role every family has in encouraging a child to play

– A comparison of play structure between adults and children of varying families from varying cultures.

Case studies of two families at play, and how the children respond to play in the respective situations are analysed.

Thesis or arguments or theoretical perspectives

In this set reading, two major theoretical perspectives and assumptions are shared, namely

– Every family’s interpretation and implementation of “play” is different (p.59)

– Apart from being a physiological necessity, play also plays an important role of a cultural construct (p.61)

Conclusions

From the various points raised in the reading, it can be concluded that

– Each family has its own perspective on play

– There are some families and cultures that do not encourage play in children

– The growth and development of children is highly influenced by their cultural constructs towards play.

Implications

A healthy development of a child is influenced by the relationship it has with its family members and their interactions between them..Even though outdoor sport playing constitutes largely as play, play is not limited to that alone (Ariel, 2005). Play within family is an ongoing activity, wherein household chores and activities of daily living can be constituted as play. In certain cultures, play is discouraged. This might influence the child to shy away from intermingling with the society, encouraging introvertism.(Gil, 2014). For a healthy growth and development of a child, regular play sessions with family is of utmost importance, enabling the child to inculcate many positive traits.

Purpose

From this set reading, the author aims to list out the theoretical aspects of play, and a brief outline of a few theories of play (classical and developmental) are provided.

Main points and key idea discussion

The key points that are discussed in this set reading are

– Four classical theories of play are analysed (The Surplus energy theory, Relaxation and recreation theory, Practice theory, and Recapitulation theory)

– The Developmental models of play are analysed (Piaget’s theory, Bateson’s model, Bretherton Model, Burghardt model).

– A conceptual analysis of the aforementioned theories are made

– The relevance of the theories of play to the children’s actual play is challenged.

Thesis or arguments or theoretical perspectives

In this set reading, two major theoretical perspectives and assumptions are shared, namely

– The efficacy of the theoretical concept of play depends on whether the play of the child is structured or unstructured. (pp.113-114)

– Theoretical concepts are relevant to a child’s perception of play (p.122)

Conclusions

From the various points raised in the reading, it can be concluded that

– Jean Piaget’s model of play based on the age-defined model is the most efficient and the most sought after theoretical concept as a base for children’s play.

This conclusion was made after a thorough analysis of all theories..

Implications

Play is a very important concept in the development of a child, even though it might be considered an informal activity. For the benefit of the children, a theory-supported qualitative and quantitative analysis of play needs to be made (Van Hoorn, Monighan-Nourot, Scales, & Alward, 2014). By applying relevant theories, it is possible to structure the play in the right order, and devise new play activities for children. (Piaget, 2008).