This document discusses theories of child play. It distinguishes between classical and modern theories. Classical theories attempt to explain the origins and functions of play but do not adequately define play. Modern theories aim to describe how play contributes to development and learning so educators understand how children play. Some modern theories discussed are the surplus energy theory, relaxation theory, cathartic theory, and preparation theory. Piaget's stage theory of play is also summarized, which proposes symbolic play develops in two stages from ages 1-7. Piaget believed play allows children to consolidate skills through assimilation and explore complex issues.
This document discusses theories of child play. It distinguishes between classical and modern theories. Classical theories attempt to explain the origins and functions of play but do not adequately define play. Modern theories aim to describe how play contributes to development and learning so educators understand how children play. Some modern theories discussed are the surplus energy theory, relaxation theory, cathartic theory, and preparation theory. Piaget's stage theory of play is also summarized, which proposes symbolic play develops in two stages from ages 1-7. Piaget believed play allows children to consolidate skills through assimilation and explore complex issues.
This document discusses theories of child play. It distinguishes between classical and modern theories. Classical theories attempt to explain the origins and functions of play but do not adequately define play. Modern theories aim to describe how play contributes to development and learning so educators understand how children play. Some modern theories discussed are the surplus energy theory, relaxation theory, cathartic theory, and preparation theory. Piaget's stage theory of play is also summarized, which proposes symbolic play develops in two stages from ages 1-7. Piaget believed play allows children to consolidate skills through assimilation and explore complex issues.
Saracho and Spodek (1998), o made a useful distinction between two types of theories of play: - classical and - modern. Theories of child play classical theories o have attempted to explain the origins of play and describe their function. They have also noted the descriptive nature of such theories is informative. o classical theories seem do not attempt to define play so that their usefulness is limited. o classical theories of play in relation to children’s play in preschool identified by researchers Theories of child play modern theories o attempt to describe the content of play so that those who work and interact with young children may understand the ways in which it can contribute to development and learning CLASSICAL THEORIES Modern theories of play Modern theories of play Modern theories of play Theories of child play • Surplus energy theory o Play is motivated by a need to release surplus energy • Relaxation theory o We play as we need to relax from the stresses of our daily life • Cathartic theory o We play as we need to express disorganized or painful emotions in a harmless way • Preparation theory o Play prepares us for adult life by teaching team work, role playing and following the rules Theories of child play Piaget (1952) also proposed a stage theory of play, o 2 stages symbolic play, 1-4 years (with 3 sub-stages) and 4-7 years. In play, assimilation predominates over accommodation, since the child assimilates the world to his/her desired framework. Play is therefore the opposite of imitation. Piaget maintained that play has two functions: (i) consolidation of existing skills; (ii) confidence and mastery, since there is no obvious goal. Within the context of play, the child can explore very complex social, emotional and intellectual issues, e.g. rules of games, justice, punishment, right vs. wrong (Butterworth & Harris, 1994).