Play and Child Development

by Frost, Joe L.; Wortham, Sue C.; Reifel, Stuart

• ISBN13: 9780131131231
• ISBN10: 0131131230
• Edition: 2nd
• Format: Paperback
• Copyright: 2008-01-01
• Publisher: Pearson College Div

Summary

With significantly expanded discussions on key topics, here is a revised edition of the popular early childhood book that, more than any other book on the market, ties play directly to child development. Through a seamless blend of research, theory, and practical applications, its comprehensive coverage addresses the full spectrum of play-related topics.The book analyzes play theories and play therapy; presents a history of play; and discusses current play trends. It explores ways to create safe play environments for all children, and how to weave play into school curricula. Finally, the authors examine the role of adults in leading and encouraging children's natural tendencies toward learning by playing. Special coverage includes a full chapter on play and children with disabilities, and the value of field trips in supporting learning.For pre-service and in-service, pre-school and primary grade teachers.

Table of Contents

CHAPTER 1 Play's History: Ideas, Beliefs, and Activities	2	(24)
Philosophy and Ideas over the Years	6	(17)
The Ancients and Play	6	(1)
Enlightenment and Romantic Thought on Play	7	(6)
On the Nature of Play: Scientific Approaches	13	(3)
The Modern Era of Children's Play	16	(7)
Emerging Issues	23	(1)
Summary	23	(1)
Key Terms	24	(1)
Study Questions	24	(2)
CHAPTER 2 Theory as Lenses on Children's Play	26	(30)
Why Study Theories?	28	(1)
Current Theories of Play	29	(2)
Dominant Contemporary Theories	31	(16)
Psychoanalysis: Emotional Motives for Play	31	(3)
Communications and Play	34	(3)
Cognitive Views	37	(5)
Social Play	42	(4)
Creativity in Play	46	(1)
Emerging Theories of Play	47	(1)
Play through Different Lenses	48	(1)
Beliefs and Philosophy	48	(5)
A Model of Classroom Play	49	(4)
Issues Shaping Play Theory	53	(1)
The Need for Theory About Unique Contexts	54	(1)
Interdisciplinarity	54	(1)
Teachers' Thinking About Play	54	(1)
Summary	54	(1)
Key Terms	55	(1)
Study Questions	55	(1)
CHAPTER 3 Neuroscience, Play Deprivation, and Pay-for-Play	56	(30)
Neuroscience, Play, and Child Development	58	(7)
Emergence of Neuroscience	59	(1)
High-Tech Brain Imaging	60	(1)
Organization of the Brain	60	(1)
Effects of Deprivation on Brain Development	61	(1)
Neuroscience and Play Connections	62	(1)
Neuroscience and Cognitive Development	63	(1)
Neuroscience and Language Development	63	(1)
Neuroscience and Social Development	63	(1)
Neuroscience and Emotional Development	64	(1)
Neuroscience and Physical Development	64	(1)
Neuroscience and Educational Practice: Bridging the Gap	65	(1)
Brain Research and Child Development	66	(2)
Effects of Play Deprivation on Child Development	68	(2)
Alternatives to Traditional Spontaneous Play	70	(3)
Play and Organized Sports	71	(1)
Play and Leisure	71	(1)
Play and Entertainment	72	(1)
Play and Work	72	(1)
Impediments to Spontaneous Play	73	(2)
Pay-for-Play and Technology	75	(7)
Electronic Play	76	(5)
Immersive Reality and Theme Parks	81	(1)
Children's Museums	82	(1)
Summary	83	(1)
Key Terms	84	(1)
Study Questions	84	(2)
CHAPTER 4 Play: Infants and Toddlers	86	(34)
Physical and Motor Development	88	(4)
Characteristics of Physical Development	88	(1)
Characteristics of Motor Development	88	(1)
Variations in Physical and Motor Development	89	(1)
Play and Motor Development	90	(1)
Exploration or Play?	90	(2)
Adult Roles in Motor Play	92	(1)
Cognitive Development	92	(4)
Characteristics of Cognitive Development	92	(1)
Variations in Cognitive Development	93	(2)
Play and Cognitive Development	95	(1)
Adult Roles in Cognitive Play	96	(1)
Cultural Differences in Parent-Child Pretend Play	96	(1)
Language Development	96	(7)
Characteristics of Language Development	96	(4)
Variations in Language Development	100	(1)
The Role of Adults in Language Development	101	(1)
Play and Language Development	101	(1)
Adult Roles in Language Play	102	(1)
Beginning Steps in Literacy Development	103	(1)
Social Development	103	(4)
Characteristics of Social Development	103	(1)
Variations in Social and Emotional Development	104	(1)
The Role of Adults in Social and Emotional Development	105	(1)
Play and Social Development	105	(2)
Peer Play	107	(1)
Adult and Sibling Roles in Social Play	107	(1)
Characteristics of Infant and Toddler Play	107	(7)
Motor Play	108	(1)
Object Play	108	(1)
Social Play	109	(1)
Symbolic Play	109	(1)
Gender Differences in Play	110	(1)
Creativity and Play	110	(1)
The Integrated Nature of Play	111	(3)
Adult Roles in Infant and Toddler Play	114	(1)
Toys and Materials for Infant and Toddler Play	115	(3)
Summary	118	(1)
Key Terms	119	(1)
Study Questions	119	(1)
CHAPTER 5 Play in the Preschool Years	120	(36)
Physical Development	122	(4)
Characteristics of Motor Development	123	(1)
Play and Physical Development	123	(2)
Adult Roles in Physical Play	125	(1)
Cognitive Development	126	(5)
Characteristics of Cognitive Development	126	(1)
Play and Cognitive Development	127	(2)
Characteristics of Cognitive Play	129	(1)
Adult Roles in Cognitive Play	129	(2)
Language and Literacy Development	131	(3)
Characteristics of Language Development	131	(1)
Characteristics of Literacy Development	131	(1)
Variations in Language and Literacy Development	132	(1)
Play and Language and Literacy Development	132	(2)
Adult Roles in Language and Literacy Play	134	(1)
Social Development	134	(9)
Characteristics of Social-Emotional Development	134	(2)
Play and Social-Emotional Development	136	(1)
Characteristics of Social Play	137	(4)
Variations in Social Competence and Play	141	(1)
Variations in Sociodramatic Play	142	(1)
Adult Roles in Social Play	142	(1)
Characteristics of Preschool Play	143	(8)
The Integrated Nature of Play	143	(1)
Variations in Development and Play	143	(4)
Creativity and Play	147	(4)
Adult Roles in Preschool Play	151	(1)
Toys and Materials for Preschool Play	152	(2)
Summary	154	(1)
Key Terms	154	(1)
Study Questions	155	(1)
CHAPTER 6 Play and the School-Age Child	156	(32)
Physical Development	158	(5)
Characteristics of Motor Development	158	(1)
Play and Physical Development	159	(3)
Adult Roles in Physical Play	162	(1)
Cognitive Development	163	(4)
Characteristics of Cognitive Development	164	(1)
Variations in Cognitive Development	165	(1)
Play and Cognitive Development	165	(1)
Characteristics of Cognitive Play	165	(2)
Language and Literacy Development	167	(3)
Characteristics of Language Development	167	(1)
Characteristics of Literacy Development	168	(1)
Language and Literacy Development and Play	168	(1)
Adult Roles in Language and Literacy Play	169	(1)
Social and Emotional Development	170	(7)
Characteristics of Social and Emotional Development	171	(1)
Play and Social-Emotional Development	172	(1)
Characteristics of Social Play	173	(1)
Variations in Social Competence and Play	173	(2)
From Sociodramatic Play to Structured Dramatics	175	(1)
Adult Roles in Social and Sociodramatic Play	176	(1)
Characteristics of School-Age Play	177	(5)
The Integrated Nature of Play	177	(1)
Gender Differences in Play	177	(1)
Rough-and-Tumble Play	178	(1)
Chase Games	179	(1)
War Toys	179	(2)
Creativity and Play	181	(1)
Adult Roles in School-Age Play	182	(2)
Toys and Materials for School-Age Play	184	(1)
Summary	185	(1)
Key Terms	186	(1)
Study Questions	186	(2)
CHAPTER 7 Culture and Gender in Play	188	(24)
The Roots of Cultural Play Research	191	(9)
The Work of Helen Schwartzman	192	(4)
The Work of Slaughter and Dombrowski	196	(3)
Context: Expanding on Developmental Views	199	(1)
Cultural Influences on Children's Play	200	(9)
Family Influences on Play	200	(3)
Differences in Group Play	203	(3)
Gender and Play	206	(3)
Summary	209	(1)
Key Terms	210	(1)
Study Questions	210	(2)
CHAPTER 8 Play and the Curriculum	212	(34)
Common Elements of Play-Based Curricula	214	(4)
Indoor Play Space: Centers and Their Arrangement	214	(4)
Safety	218	(1)
Schedule of the Day	218	(1)
Variations in Approaches to Play	218	(6)
Approach 1: Nonplag Curriculum Models	224	(2)
Behaviorist Models	224	(1)
Didactic Elementary School Programs	225	(1)
Approach 2: The "Hands-Off" Play Curriculum	226	(1)
Approach 3: Narrowly Focused Play Interventions	226	(10)
Smilansky's Sociodramatic Play Intervention	227	(2)
Isenberg and Jalongo's Creative Drama for the Primary Grades	229	(3)
Roskos and Neuman's Literacy Play Model	232	(1)
Kamii and DeVries's Group Games	233	(3)
Approach 4: Broadly Focused Developmental Models	236	(7)
The Bank Street Approach	236	(1)
High/Scope	237	(2)
Vygotskian Play Models	239	(2)
Reggio Emilia Programs	241	(2)
Borrowing the Best From Each Approach	243	(1)
Key Terms	244	(1)
Study Questions	244	(2)
CHAPTER 9 Play and Children with Disabilities	246	(30)
The Nature of Disabilities	248	(3)
Physical Disabilities	248	(1)
At-Risk Children	249	(1)
Developmental Delays	250	(1)
Emotional and Behavioral Disorders	250	(1)
Children with Multiple Disabilities	251	(1)
Children with Exceptional Abilities	251	(1)
Disabilities and Play	251	(10)
Children with Visual Impairments	252	(1)
Children with Hearing Impairments	253	(1)
Children with Motor Impairments	254	(1)
Children at Risk for Developmental Delay or a Disability	255	(2)
Children with Cognitive Delay and Mental Retardation	257	(1)
Children with Language Delay and Communication Disorders	258	(1)
Children with Autism	259	(1)
Abused and Neglected Children	260	(1)
The Role of the Environment	261	(7)
Influences of Inclusion Classrooms on Children's Play	262	(1)
Adapted Play Environments	263	(5)
The Role of Technology	268	(3)
Assistive Technology	268	(2)
Adapted Toys	270	(1)
Interactive Video	270	(1)
Computer Technology	271	(1)
Creativity and Play	271	(1)
Play-Based Assessment	272	(2)
Why Play-Based Assessment Is Being Used	272	(1)
How Play-Based Assessments Are Conducted	273	(1)
Research and Play-Based Assessment	273	(1)
Summary	274	(1)
Key Terms	275	(1)
Study Questions	275	(1)
CHAPTER 10 Introduction to Play Therapy	276	(24)
History and Theories of Play Therapy	279	(6)
Psychoanalysis: Roots of Play Therapy	279	(1)
Psychoanalytic Play Therapy	280	(2)
Structured Play Therapy	282	(1)
Nondirective Therapy	283	(1)
Relationship and Child-Centered Play Therapy	284	(1)
Conducting Play Therapy	285	(4)
Setting Up the Playroom	285	(1)
Beginning Play Therapy	286	(1)
Establishing Rapport	286	(1)
Structuring the Playroom Experience	287	(1)
The Playroom Relationship	287	(1)
Establishing Limits	288	(1)
Progress in Play Therapy	289	(1)
Settings and Applications	289	(7)
Group Play Therapy	289	(2)
Interdisciplinary Teams	291	(1)
Filial Therapy	291	(1)
Hospital Play Therapy	292	(3)
Preschools and Elementary Schools	295	(1)
Links to Creativity	295	(1)
Results of Play Therapy	296	(2)
Summary	298	(1)
Key Terms	298	(1)
Study Questions	298	(2)
CHAPTER 11 Creating Play Environments	300	(30)
Then and Now	302	(2)
History of Playgrounds in America	304	(2)
Indoors versus Outdoors	306	(1)
Playgrounds and Child Development	307	(3)
Infant and Toddler Indoor and Outdoor Play Environments	308	(1)
Preschool Play Environments	308	(2)
School-Age Play Environments	310	(1)
Creating Play Environments	310	(9)
Space	312	(1)
Selecting Play Equipment	313	(5)
Recent and Continuing Research	318	(1)
Creating Special Play Places: Nature and Magical Qualities	319	(9)
Children's Gardens	320	(5)
Making Play Environments Magical	325	(3)
Summary	328	(1)
Key Terms	328	(1)
Study Questions	328	(2)
CHAPTER 12 Child Safety in Public Places	330	(32)
Hazards in Public Places	334	(1)
Child Development and Safety	334	(3)
Toddlers	336	(1)
Preschoolers and Early-School-Age Children	337	(1)
Guidelines/Standards for Safety	337	(3)
History of Playground Equipment Standards	338	(2)
Promoting Safety Where Children Play	340	(16)
Playground Safety	343	(1)
Amusement Parks	344	(2)
Water Safety	346	(2)
Noise	348	(1)
Toy Safety	349	(2)
Other Hazards	351	(2)
Field Trips and Safety: Zoos	353	(3)
Child Injuries and Litigation	356	(3)
Summary	359	(1)
Key Terms	360	(1)
Study Questions	360	(2)
CHAPTER 13 Play Leadership in American and European Playgrounds	362	(21)
History of Play Leadership in America	365	(2)
Play Leadership in Public Parks	365	(1)
Play Leadership in Preschools	365	(1)
Play Leadership in Public and Private Elementary Schools	366	(1)
Theoretical Bases for Adult Intervention in Children's Play	367	(4)
Piaget and Constructivism	369	(1)
Vygotsky and Social Constructivism	370	(1)
Chaos Theory	370	(1)
Research Bases for Adult Intervention in Children's Play	371	(2)
Practicing Play Leadership	373	(4)
Pacific Oaks College Perspectives on Practice	373	(1)
Vygotskian Perspectives on Practice	373	(1)
Adventure Play and Play Leadership in Europe	374	(3)
Conclusions and Recommendations	377	(4)
Key Terms	381	(1)
Study Questions	382
APPENDIX
Playground Checklist	383	(5)
References	388	(45)
Name Index	433	(10)
Subject Index	443

Excerpts

NEW TO THIS EDITION This book is about children's play and development. Changes to this new edition include new information and research on the following: History, theories, and culture of play Montessori and child development views of play Examples of play in Chapters 1 and 2 Nature and consequences of play deprivation Benefits of playground play, more on safety in both indoor and outdoor play, and additional emphasis on nature, gardens, and wild places in children's play Effects of electronic play (video games, computers, immersive reality) on children's development Roles of play leaders Strategies for adults for facilitating play with children with disabilities Bullying and aggressive behavior in school-age children and characteristics of these children CONTENTS AND ORGANIZATION OF THIS TEXT To understand any human activity, such as play, it is necessary to explore that activity as it has evolved over time. We begin in Chapter 1 with a look at "Play's History: Ideas, Beliefs, and Activities." Indeed, play does have an epic history, dating back thousands of years. As we state in Chapter 1, play activities existed long before recorded history. As a result, we have both prerational knowledge of play, which has remained with us since before the onset of recorded history, and rational knowledge of play, those aspects of play that we have come to be aware of by means of scholarship. Our earliest rational knowledge of Western play can be described in terms of three themes:agon, mimesis,andchaos.These themes continue to describe play across the centuries, although the relative weight of each is seen to vary over time.Agon,or conflict, appears in competitive games and-has its present manifestation in sport.Mimesis,or imitative action, is associated with theater, role play, and creative forms of play.Chaos,or leaving things to the Fates, is reflected in games of chance. During the Enlightenment and Romance periods of history, versions ofmimesiswere exalted, to call attention to humankind's creative spirit. It was during these times that particular attention from scholars began to focus on children's play. Freedom and the human spirit were associated with play by educators such as Johan Pestalozzi and Friedrich Froebel. This belief has remained with us and forms a cornerstone for understanding children's play. The history of children's play developed a life of its own during the 19th century, with the scholarly research efforts of individuals such as G. Stanley Hall, John Dewey, and child development researchers who soon followed them. Although these scholars reflected differing assumptions about play, their combined efforts, building on the work of earlier philosophers, kept play at the center of children's development. Our history of prerational and rational experience with children's play serves as a basis for our current efforts to study play. Through the past century, research on children's play contributed to theories about play and its role in development. As we look at our efforts to make sense of play, we see a variety of rhetorics for play and a wider variety of theories to make sense of it. Chapter 2 introduces a number of theories that dominated play scholarship throughout the 20th century, as well as a number of emerging theories that are leading us into the 21st century. These theories are illustrated with an example of children at play, showing how play must be understood from multiple perspectives. Being able to put on different theoretical lenses allows the observer of play to understand its many meanings. Chapter 2 also provides a model for deciding which theory may be most useful for professionals who are supporting play. Theory is placed in the model as a tool for assisting teachers to plan, observe, and assess children as they play. Values and b