The Role of Play in Child Development: Motor, Constructive, Social, Pretend, and Video Gam, Apuntes de Desarrollo Cognitivo

¡Descarga The Role of Play in Child Development: Motor, Constructive, Social, Pretend, and Video Gam y más Apuntes en PDF de Desarrollo Cognitivo solo en Docsity! UNIT 3: PLAY GENERAL CATEGORIES • MOTOR/ PHYSICAL PLAY: Motor play provides critical opportunities for children to develop both, individual gross and fine muscle strength and overall integration of muscles, nerves, and brain functions. Young children must have ample opportunities to develop physical, and motor play. • CONSTRUCTIVE PLAY: When children are 4 years-old, they become involved in a more sophisticated form of game. Children manipulate objects to produce or build something. This type of games aren´t necessarily aimed at creating something novel, since children may repeatedly build something, destroy it and rebuild it again. • GAMES WITH RULES: most children progress from an egocentric view of the world to an understanding of the importance of social contacts and rules. The “game with rules” concept teaches them a critically important process: the game of life has rules (laws) that we all must follow to function productively. Part of this development occurs when they realized that without rules, some of the games they played couldn´t be played. SOCIAL ASPECTS OF PLAY • Parallel play. Children play with similar toys, in a similar manner, but do not interact with each other. This type of play is typical from children during the early preschool years. • Onlooker play: pre-schoolers are also engaged in another form of play which is highly passive. Children simply watch others at play, but do not actually participate themselves. • Associative play: older pre-schooler children engage in more sophisticated forms of social play which involve a greater degree of interaction. Interaction between children motivated by the sharing and borrowing of toys, although they aren´t doing the same thing, is a way of associative play. • Cooperative play: Children pay with one another, taking turns, playing games, or devising contests. Parten found that solitary and parallel play decline with age, whereas associative and cooperative play became more common. However, these five kinds of play were observed among children of all ages. Solitary play need not to be considered “immature” if the children is doing something constructive. A study was developed to find if the “maturity” of preschool play depends on its cognitive complexity or on its social or non-social character. They conducted a longitudinal study with children (1-2 years old). They found that play become more and more cognitively complex with age. They also found a clear relationship between the cognitive complexity of a child´s play and the child´s social competence with peers. (those who played more complex games tend to be rated as more outgoing and prosocial inclined. FUNCTIONS OF PRETEND PLAY Pretend play helps children to master ways of sharing meaning with their social equals. It also provides opportunities for young children to learn to compromise as they negotiate the roles each individual will play and the rules that guide these pretend episodes. Social pretext is a context that permits children to easily display feelings that may bother them; thereby allowing them opportunities to better understand their own emotional crises, to receive and provide social support from/ to their playmates, and to develop a sense of trust. Pretend play may be a major contributor to the growth of communication skills, emotional understanding, social perspective-taking, and an enhanced capacity for caring. VIDEOGAMES Some positive effects videogames may have: