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Play (activity) From Wikipedia, the free encyclopedia

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Play is a term employed in psychology and ethology to describe a range of voluntary, intrinsically motivated activities normally associated with recreational pleasure and enjoyment.[1] Play is most commonly associated with children and their juvenile-level activities, but play can also be a useful adult activity, and occurs among other higher-functioning animals as well. Many of the most prominent researchers in the field of psychology (including Jean Piaget, William James, Sigmund Freud, Carl Jung and Lev Vygotsky) have viewed play as endemic to the human species. Play is often interpreted as frivolous; yet the player can be intently focused on his or her objective, particularly when play is structured and goal-oriented, as in a game. Accordingly, play can range from relaxed, free-spirited and spontaneous through frivolous to planned or even compulsive.[2] Contents [hide] 1 Definition 2 Forms of play 3 Play and children 3.1 History of Childhood Playtime 4 Play and adults 5 Play and animals 6 See also 7 References 8 Further reading 9 External links [edit]

Definition

The seminal text in the field of play studies is ''Homo Ludens'' by Johan Huizinga. Huizinga defines play as follows[2]: "Summing up the formal characteristic of play, we might call it a free activity standing quite consciously outside 'ordinary' life as being 'not serious' but at the same time absorbing the player intensely and utterly. It is an activity connected with no material interest, and no profit can be gained by it. It proceeds within its own proper boundaries of time and space according to fixed rules and in an orderly manner. It promotes the formation of social groupings that tend to surround themselves with secrecy and to stress the difference from the common world by disguise or other means." This definition of play as constituting a separate and independent sphere of human activity is sometimes referred to as the "magic circle" notion of play, a phrase also attributed to Huizinga.[2] [edit]

Forms of play

Play can take the form of improvisation or pretend, performance, mimicry, games, sports, and thrill-seeking, such as extreme or dangerous sports (sky-diving, high-speed racing, etc.). Researchers Roger Caillois (''Man, Play and Games'') and Stephen Nachmanovitch [3] expand on these concepts in their works. Structured play has clearly defined goals and rules; when this is the case, such play is called a "game". Other play is unstructured, without rules. Both types of play promote adaptive behaviors and mental states of happiness. Often sports with specific rules will take place within designated play spaces, such as sports fields where, in Soccer for example, players kick a ball in a certain direction and push opponents out of their way as they do so. While appropriate within the sport's play space, these same behaviors might be inappropriate or even illegal outside the playfield.[2] Other designed play spaces can be playgrounds with dedicated equipment and structures to promote active and social play. Some play spaces go even farther in specialization to bring the play indoors and will often charge admission as seen atChildren's Museums, Science Centers, or Family Entertainment Centers. Family Entertainment Centers (or Play Zones) are typically For-Profit businesses purely for play and entertainment, while Children's Museums and Science Centers are typically Non-Profit organizations for edutainment, entertaining education through play. The National Institute for Play describes seven play types[4]: Attunement, which establishes a connection, such as between newborn and mother. Body, in which an infant explores the ways in which his or her body works and interacts with the world, such as making funny sounds or discovering what happens in a fall. Object, such as playing with toys, banging pots and pans, handling physical things in ways that use curiosity. Social, play which involves others in activities such as tumbling, making faces, and building connections with another child or group of children. Imaginative (also called "pretend" or "fantasy"), in which a child invents scenarios from his or her imagination and acts within them as a form of play, such as princess or pirate play. Narrative (or storytelling), the play of learning and language that develops intellect, such as a parent reading aloud to a child, or a child retelling the story in his or her own words. Transformative (or integrative), by which one plays with imagination to transcend what is known in the current state, to create a higher state. For example, a person might experiment to find a new way to use a musical instrument, thereby taking that form of music to a higher plane; or, as Einstein was known to do, a person might wonder about things which are not yet known and play with unproven ideas as a bridge to the discovery of new knowledge. Separate from self-initiated play, play therapy is used as a clinical application of play aimed at treating children who suffer from trauma, emotional issues and other problems.[5] [edit]

Play and children

In young children, play is frequently associated with cognitive development and socialization. Specifically, as children develop, they move from sensorimotor play to more symbolic play, and later to more construction play. During sensorimotor play, children learn about their environment through their senses by running, climbing, or pushing toys. During symbolic play, children practice role play and demonstrate active use of their imaginations (McKinney, C., & Power, L., 2012). Construction play is play that promotes learning and recreation, often incorporating toys, props, tools or other playmates. It helps children develop social skills while laying an important foundation for reading and math. For example, playing with blocks teaches the basics of math (two small blocks together have the same length as one long one) (Hemphill, C., 2006, July 26). Play can consist of an amusing, pretend or imaginary activity alone or with another. Some forms of play are rehearsals or trials for later life events, such as "play fighting", pretend social encounters (such as parties with dolls), or flirting [6]. Modern findings in neuroscience suggest that play promotes flexibility of mind, including adaptive practices such as discovering multiple ways to achieve a desired result, or creative ways to improve or reorganize a given situation.[citation needed]

According to Lev Vygotsky, through play, children learn social rules, social roles, and self regulation (McKinney, C., & Power, L., 2012). The opportunity to engage with other peers in an ongoing manner is vital to a child's ability to engage in prosocial and complex play ( Mawson, B., 2011). The size and nature of the peer play group affects the nature of childrens' relationships with each other. Effective players would seem to be able to introduce new ideas and extend and build on other children's ideas (Mawson, B., 2011). In fact, children with high status positions have better chances of carrying on negotiations in play. This is achieved by taking a role that holds power with in sociodramatic play episodes or using the authority's expectations to support their own adgenda, thereby controlling the behavior of others (Mawson, B., 2011). Children who never learn to play with one another and rely on grown ups to resolve disputes will never learn the self-regulation and teamwork for their adulthood (Hemphill, C., 2006, July 26).

The Playground is a powerful and significant place for child development. According to Jean Piaget, children discover the world through play. Play requires the acquisition of a complex set of skills. It's not just about exercising or letting off steam. It is about making agreements with others as equals, stepping into an imagined structure, and accepting that structure even when things don't go your way (Bornstein, D., 2011, April 7).

Parallel play is the stage children pass when they develop from solitary players to social players (usually from around 18 months-2 years old). This happens sequentially in the stream of children's play behavior. Parallel play is also identified as a bridge to group play (Bakeman, R., & Brownlee, J. R., 1980). Unoccupied Play is play that occurs in the early months of infancy (from birth to about 3 months), where random movement is made with no clear purpose. Solitary Play (3-18 months) is when children are very busy with play and may not seem to notice other sitting or playing nearby. Children explore their world by watching, grabbing, and rattling. Onlooker Play occurs in the toddler years and is when the child begins to observe others' play around them. Children learn how to relate to others and the language of play. Associative Play (3-4 years old) is when the child is more interested in other children then the toys. This helps them learn the rules to getting along with others, sharing, and cooperation. Cooperative Play is when children organize paly by group goals. They begin to play games with rules, such as team sports (Anderson-McNamee, J.K., 2010, April).

A Parent's Role In Play

When parents play with their children, children are given learning opportunities such as solving conflicts, promoting imaginations, developing language, and sharing values (McKinney, C., & Power, L., 2012). Play helps your child learn the rules of your family and what is expected from him or her. Playing with your child allows you to send positive messages to your child when you spend quality playtime with him. From these early interactions, children develop a vision of the world and gain a sense of their place in it (Anderson-McNamee, J.K., 2010, April).

Gameplay

As children get older, they engage in board games, video games and computer play, and in this context the word gameplay is used to describe the concept and theory of play and its relationship to rules and game design. In their book, Rules of Play, researchers Katie Salen and Eric Zimmerman outline 18 schemas for games, using them to define "play", "interaction" and "design" formally for behaviorists.[7] Similarly, in his book Half-Real: Video Games between Real Rules and Fictional Worlds, game researcher and theorist Jesper Juul explores the relationship between real rules and unreal scenarios in play, such as winning or losing a game in the real world when played together with real-world friends, but doing so by slaying a dragon in the fantasy world presented in the shared video game.[8]

Playing in the surf is among the favorite activities of children at the beach

Children playing in community place sandbox Learning through play has been long recognized as a critical aspect of childhood and child development. Some of the earliest studies of play started in the 1890s with G. Stanley Hall, the father of the child study movement that sparked an interest in the developmental, mental and behavioral world of babies and children. Play also promotes healthy development of parent-child bonds, establishing social, emotional and cognitive developmental milestones that help them relate to others, manage stress, and learn resiliency.[9][10] Modern research in the field of affective neuroscience (the neural mechanisms of emotion) has uncovered important links between role play and neurogenesis in the brain.[11] For example, researcher Roger Caillois used the word ilinx to describe the momentary disruption of perception that comes from forms of physical play that disorient the senses, especially balance. In addition, evolutionary psychologists have begun to explore the phylogenetic relationship between higher intelligence in humans and its relationship to play, i.e., the relationship of play to the progress of whole evolutionary groups as opposed to the psychological implications of play to a specific individual. Play is explicitly recognized in Article 31 of the Convention on the Rights of the Child (adopted by the General Assembly of the United Nations, November 29, 1989), which declares: Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activities. [edit]

History of Childhood Playtime

Children's Games, 1560, Pieter Bruegel the Elder American historian Howard Chudacoff has studied the interplay between parental control of toys and games and children's drive for freedom to play. In the colonial era, toys were makeshift and children taught each other very simple games with little adult supervision. The market economy of the 19th century enabled the modern concept of childhood as a distinct, happy life stage. Factory-made dolls and doll houses delighted young girls. Organized sports filtered down from adults and colleges, and boys learned to play with a bat, a ball and an impromptu playing field. In the 20th century, teenagers were increasingly organized into club sports supervised and coached by adults, with swimming taught at summer camps. Under the New Deal's Works Progress Administration, thousands of local playgrounds and ball fields opened, promoting softball especially as a sport for all ages and both sexes.[citation needed] By the 21st century, Chudacoff notes, the old tension between parental controls and a child’s individual freedom was being played out in cyberspace.[12] [edit]

Play and adults

Although adults who engage in excessive amounts of play may find themselves described as "childish" or "young at heart" by less playful adults, play is actually an important activity, regardless of age. Creativity and happiness can result from adult play, where the objective can be more than fun alone, as in adult expression of the arts, or curiosity-driven science.[13] Some adult “hobbies” are examples of such creative play. In creative professions, such as design, playfulness can remove more serious attitudes (such as shame or embarrassment) that impede brainstorming or artistic experimentation in design.[13] Imaginative play and role play may allow adult individuals to practice useful habits such as learned optimism, which is helpful in managing fear or terrors. Play also offers adults the opportunity to practice concepts that may not have been explicitly or formally taught (e.g. how to manage misinformation or deceit). Thus, even though play is just one of many tools used by effective adults, it remains a necessary one.[14] [edit]

Play and animals

A cat plays with an adder. Although ethologists are now studying animal play, historically it has been given comparatively little attention by scientists. This may be due to the nature of such play, which does not have the central theoretical framework on which much scientific theory and study depend. Evolutionary psychologists believe that there must be an important benefit of play, since there are so many reasons to avoid it. Animals are often injured during play, become distracted from predators, and expend valuable energy. In rare cases, play has even been observed between different species that are natural enemies such as a polar bear and a dog.[15] Yet play seems to be a normal activity with animals who occupy the higher strata of their own hierarchy of needs. Animals on the lower strata, e.g. stressed and starving animals, generally do not play.[14] One theory – "play as preparation" – was inspired by the observation that play often mimics adult themes of survival. Predators such as lions and bears play by chasing, pouncing, pawing, wrestling, and biting, as they learn to stalk and kill prey. Prey animals such as deer and zebras play by running and leaping as they acquire speed and agility. Hoofed mammals also practice kicking their hind legs to learn to ward off attacks. While mimicking adult behavior, attacking actions such as kicking and biting are not completely fulfilled, so playmates do not generally injure each other. In social animals, playing might also help to establish dominance rankings among the young to avoid conflicts as adults.[14] John Byers, a zoologist at the University of Idaho, discovered that the amount of time spent at play for many mammals (e.g. rats and cats) peaks around puberty, and then drops off. This corresponds to the development of the cerebellum, suggesting that play is not so much about practicing exact behaviors, as much as building general connections in the brain. Sergio Pellis and colleagues at the University of Lethbridge in Alberta, Canada, discovered that play may shape the brain in other ways, too. Young mammals have an overabundance of brain cells in their cerebrum (the outer areas of the brain – part of what distinguishes mammals). There is evidence that play helps the brain clean up this excess of cells, resulting in a more efficient cerebrum at maturity.[14] Marc Bekoff (a University of Colorado evolutionary biologist) proposes a "flexibility" hypothesis that attempts to incorporate these newer neurological findings. It argues that play helps animals learn to switch and improvise all behaviors more effectively, to be prepared for the unexpected. There may, however, be other ways to acquire even these benefits of play: the concept of equifinality. The idea is that the social benefits of play for many animals, for example, could instead be garnered by grooming. Patrick Bateson maintains that equifinality is exactly what play teaches. In accordance with the flexibility hypothesis, play may teach animals to avoid "false endpoints". In other words, they will harness the childlike tendency to keep playing with something that works "well enough", eventually allowing them to come up with something that might work better, if only in some situations. This also allows mammals to build up various skills that could come in handy in entirely novel situations.[14] [edit]

See also

Sports and games portal Toy Behavioral cusp Imaginary friend Géza Róheim Ludens (disambiguation) (Ludens means "playing" in Latin) Play therapy Play value Playwork Playing the system Playspace Playground Children's Museum Science museum Play Zone [edit]

References

^ Garvey, C. (1990). Play. Cambridge, MA: Harvard University Press. ^ a b c d Huizinga, J. (1955). Homo Ludens; A Study of the Play-Element in Culture. Boston, Beacon Press ^ Nachmanovitch, Stephen, Free Play: Improvisation in Life and Art. Tarcher/Penguin 1990. ^ National Institute for Play. "Play Science – the Patterns of Play". Retrieved 2012-01-16. ^ Dr. Toy's Smart Play Smart Toys (How To Raise A Child With a High PQ (Play Quotient)). Stevanne Auerbach. 2004. ISBN 1-56767-652-9. ^ Sutton-Smith, B. (1997). The Ambiguity of Play. Cambridge, Mass., Harvard University Press ^ Salen, Katie and Zimmerman, Eric (2003). Rules of Play: Game Design Fundamentals. Cambridge, Mass., The MIT Press ^ Juul, Jesper (2011). Half-Real: Video Games between Real Rules and Fictional Worlds. Cambridge, Mass., The MIT Press ^ Ginsburg, Clinical Report, doi:10.1542/peds.2006-2697, ^ Jenkinson, Sally (2001). The Genius of Play: Celebrating the Spirit of Childhood. Melbourne: Hawthorn Press. ISBN 1-903458-04-8. ^ Panksepp, Affective Neuroscience 98 ^ Chudacoff, Howard, Children at Play: An American History (2008). NYU Press, New York, New York. ^ a b "Tim Brown on Creativity and Play," TED talks ^ a b c d e "Taking Play Seriously," The New York Times ^ "Stuart Brown says play is more than fun," TED talks

^ Anderson-McNamee, J.K. (2010, April). The Importance of Play in Early Childhood Development. Montana State University Mont Guide. Retrieved from http://msuextension.org/publications/HomeHealthandFamily/MT201003HR.pdf ^ Bakeman, R., & Brownlee, J. R. (1980). The strategic use of parallel play: A sequential analysis. Child Development, 51(3), 873-878. doi:10.2307/1129476. ^ Bornstein, D. (2011, April 7). The Power Of The Playground. The New York Times. Retrieved from http://opinionator.blogs.nytimes.com/2011/04/07/the-power-of- the-playground/ ^ Hemphill, C. (2006, July 26). In Kindergarten Playtime, a New Meaning for ‘Play’. The New York Times. Retrieved from http://www.nytimes.com/2006/07/26/education/26education.html?_r=1& ^ Mawson, B. (2011). Children's leadership strategies in early childhood. Journal Of Research In Childhood Education, 25(4), 327-338.doi:10.1080/02568543.2011.605207 ^ McKinney, C., & Power, L. (2012). Childhood playtime, parenting, and psychopathology in emerging adults: Implications for research and play therapists. International Journal Of Play Therapy, 21(4), 215-231. doi:10.1037/a0029172.