The various types of play are:
1) Social Contingency play:
A game where there is enjoyment in the response of others, often contingent on your behaviour or on imitation of one person by others.
2) Sensorimotor Play:
It refers to activities with objects(or ones own body ) that are based on the sensory properties of the object(s), for example sucking objects, banging blocks together.
3) Object Play:
Children take part in lot of activities with objects; much of this being construction play. Fitting Lego blocks together, making block towers, using modeling clay, pouring water from one container to another, might count as object play.
4) Language Play:
Children can play with noises, syllables, words and phrases.
5) Physical activity play:
This play refers to gross bodily movements. This is a vigorous social form of physical play, involving grappling, wrestling, kicking, chasing and other behaviors that would be aggressive in a nonplayful context. This is often called play-fighting or play-chasing.
6) Fantasy or pretend play:
Fantasy or pretend play is characterised by the nonliteral use of objects, actions, or vocalizations. A block becomes a cake, or a piece of paper becomes a bus ticket.
Actions can mime pretend behaviours such as drinking a cup of tea, or turning the steering wheel of a car.
These categories can overlap. However, they serve as prototypes and as a framework for discussion.
-----observe------
Thakvar and Smith(1990) combined observations of childrens object or construction play with short interviews afterwards asking children what they were doing.
-----about-----
More commonly, adults involved with a child - usually parents or teachers- might be interviewed or given a questionnare. For example, there are questionnares about imaginative or pretend play disposition that a parent can fill in to indicate the extent of such play they have seen in their child (Liebermann, 1977)
(Hewes 2007 pg 120) "Play is essential for optimal development"
Pg 135
Bruner(1972) pointed out the design features of object play make it a very suitable way of developing tool-using skills. Object play, while enjoyable in itself and intrinsically motivated, provides repeated practice in a range of relevant skills.
Pg 138
Bruner(1972) emphasized the flexible nature of play, and its likely role in creative proble solving - finding solutions in new siituations.
As bruner(1972) pointed out, some design features of object play, noticably
Actions can mime pretend behaviours such as drinking a cup of tea, or turning the steering wheel of a car.
These categories can overlap. However, they serve as prototypes and as a framework for discussion.
-----observe------
Thakvar and Smith(1990) combined observations of childrens object or construction play with short interviews afterwards asking children what they were doing.
-----about-----
More commonly, adults involved with a child - usually parents or teachers- might be interviewed or given a questionnare. For example, there are questionnares about imaginative or pretend play disposition that a parent can fill in to indicate the extent of such play they have seen in their child (Liebermann, 1977)
(Hewes 2007 pg 120) "Play is essential for optimal development"
Pg 135
Bruner(1972) pointed out the design features of object play make it a very suitable way of developing tool-using skills. Object play, while enjoyable in itself and intrinsically motivated, provides repeated practice in a range of relevant skills.
Pg 138
Bruner(1972) emphasized the flexible nature of play, and its likely role in creative proble solving - finding solutions in new siituations.
As bruner(1972) pointed out, some design features of object play, noticably
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