Types of Play
Exploratory: getting information on new things.
Before you ask: Yes, exploration is actually play. Gathering information about the new is the first step into play, the step upon which all other types of play are built. When things are new, never seen or experienced before, a child needs to feel it, taste it, smell it, weigh it, balance it, step inside it... and the longer children play with the new treasure, the more information they gather.
Learning the name of the object isn't half as important as gathering sensory information, although the name lets the brain file all the information for easy retrieval. For example, if I say "pinecone", you retrieve all the sensory information you have about pinecones from your file. If I say aardvark you probably have an empty file. No experience means either no file, or a one-dimensional entry from watching a documentary. Even a first-class documentary can never ever match the rich super-sensory file gained from exploratory play.
Repetitive: over and over makes it easier.All learning involves the repetition that leads to mastery, play is no exception. You'll see repetition in every type of play - it is as your Mother said, "Practice makes perfect".
Physical: movement is life.
Physical play is coded into all mammals and we are mammals. Your child wants to swing, climb, jump, run, cartwheel - these patterns are coded into every child, just waiting to unfold. By moving, the body develops strength, agility, balance, dexterity and coordination. At the same time, the brain is also making new growth and connections because body and brain are part of the one unit, the playing child.
Role-play: living the experience.
As social animals we desire to do what we have seen others around us doing, to have what we see others in our environment having. For adults this might mean wanting those designer clothes or going to that holiday destination. In children we see the same trait in the form of role-play, acting and repeating experiences they have been party to, exploring what it is like to 'live that situation'.
Children will only role-play what they see and experience around them and so Danish children will role-play what Danish children see, and Ugandan children will role-play will be what Ugandan children see. Danish children will want pushchairs for their dolls, Ugandan children carry babies on their backs: these are the beginnings of practising to fit in and survive in a culture.
Imaginary play: the ability to bring to mind things and experiences that are not present.
This is the high form of play where anything and everything is possible. The stepping stone for imaginary play is exploratory play, because in order to bring to mind images of the imagined item, you first have to have a file of information to call upon. You cannot imagine a cup if you have never seen, touched or held one before. In imaginary play, the child calls up mental images from her memory files and 'alters her world': the tree becomes a horse, or a pirate ship, or a den. And she lives and plays, not in a two-dimensional virtual world, but in a three-dimensional world of her own making. Brain magic!
Creative play: creating something new.
Creative play grows out of imaginary play, the two are inseparable. In creative play something new is created, there is a free flow of ideas where things and rules change as the play continues. The iPod and the Hubble Telescope - they are the results of creative play.
Therapeutic play: working through painful experiences.
At the most basic level, all play is therapeutic, it is good for the body, mind and soul. In particular, expressing inner experiences and trauma through play, enables child (and adults) to work through the scars of emotional experiences.
Before you ask: Yes, exploration is actually play. Gathering information about the new is the first step into play, the step upon which all other types of play are built. When things are new, never seen or experienced before, a child needs to feel it, taste it, smell it, weigh it, balance it, step inside it... and the longer children play with the new treasure, the more information they gather.
Learning the name of the object isn't half as important as gathering sensory information, although the name lets the brain file all the information for easy retrieval. For example, if I say "pinecone", you retrieve all the sensory information you have about pinecones from your file. If I say aardvark you probably have an empty file. No experience means either no file, or a one-dimensional entry from watching a documentary. Even a first-class documentary can never ever match the rich super-sensory file gained from exploratory play.
Repetitive: over and over makes it easier.All learning involves the repetition that leads to mastery, play is no exception. You'll see repetition in every type of play - it is as your Mother said, "Practice makes perfect".
Physical: movement is life.
Physical play is coded into all mammals and we are mammals. Your child wants to swing, climb, jump, run, cartwheel - these patterns are coded into every child, just waiting to unfold. By moving, the body develops strength, agility, balance, dexterity and coordination. At the same time, the brain is also making new growth and connections because body and brain are part of the one unit, the playing child.
Role-play: living the experience.
As social animals we desire to do what we have seen others around us doing, to have what we see others in our environment having. For adults this might mean wanting those designer clothes or going to that holiday destination. In children we see the same trait in the form of role-play, acting and repeating experiences they have been party to, exploring what it is like to 'live that situation'.
Children will only role-play what they see and experience around them and so Danish children will role-play what Danish children see, and Ugandan children will role-play will be what Ugandan children see. Danish children will want pushchairs for their dolls, Ugandan children carry babies on their backs: these are the beginnings of practising to fit in and survive in a culture.
Imaginary play: the ability to bring to mind things and experiences that are not present.
This is the high form of play where anything and everything is possible. The stepping stone for imaginary play is exploratory play, because in order to bring to mind images of the imagined item, you first have to have a file of information to call upon. You cannot imagine a cup if you have never seen, touched or held one before. In imaginary play, the child calls up mental images from her memory files and 'alters her world': the tree becomes a horse, or a pirate ship, or a den. And she lives and plays, not in a two-dimensional virtual world, but in a three-dimensional world of her own making. Brain magic!
Creative play: creating something new.
Creative play grows out of imaginary play, the two are inseparable. In creative play something new is created, there is a free flow of ideas where things and rules change as the play continues. The iPod and the Hubble Telescope - they are the results of creative play.
Therapeutic play: working through painful experiences.
At the most basic level, all play is therapeutic, it is good for the body, mind and soul. In particular, expressing inner experiences and trauma through play, enables child (and adults) to work through the scars of emotional experiences.
The Adult Role in Child-led Play
Follow Their LeadYour child will decide when to leave your lap to explore. If they feel like climbing or finding acorns in the undergrowth, it is their curiosity that is driving their wonder and learning. You become a 'learning ally' when you understand your child needs to direct their own explorations.
Wait and WatchThe exhilaration of discovery is something we can all identify with. In order for children to discover climbing or what wet leaves smell like, a learning ally takes a step back to let them discover. At the same time a learning ally is there to support them if required or requested.
Some things take time when you are learning, or when you are still perfecting the use of your body, so instead of jumping in to put a name the creature they have in their hand or to lift them up where they need to persevere with acquiring climbing skills, let's stand back. Let's watch and wait to be invited in to support.
Supporting RoleThere are many ways you can offer support to your child/children when they are playing;
Time Flies When You Are Having Fun!None of us like to be interrupted when we are in the middle of something engrossing, so let's respect that our children might like to finish what they are doing. Children don't wear watches so we might have to warn them when it is nearly home-time, and we might need to listen for when it is home-time for them, then it is time to go.
Wait and WatchThe exhilaration of discovery is something we can all identify with. In order for children to discover climbing or what wet leaves smell like, a learning ally takes a step back to let them discover. At the same time a learning ally is there to support them if required or requested.
Some things take time when you are learning, or when you are still perfecting the use of your body, so instead of jumping in to put a name the creature they have in their hand or to lift them up where they need to persevere with acquiring climbing skills, let's stand back. Let's watch and wait to be invited in to support.
Supporting RoleThere are many ways you can offer support to your child/children when they are playing;
- Your presence is the most important support. You are their 'safe-ground'. As long as they can see you, and as long as they know they can reconnect with you when they want to, they feel safe enough to play and learn.
- Your face is their radar screen, they look to you for a read-out on each situation. Your expressions let your child know if this experience is 'positive or negative'.
- You know when your child or someone else's child is stretching their physical skills, and you can stand in close enough 'in case'.
Time Flies When You Are Having Fun!None of us like to be interrupted when we are in the middle of something engrossing, so let's respect that our children might like to finish what they are doing. Children don't wear watches so we might have to warn them when it is nearly home-time, and we might need to listen for when it is home-time for them, then it is time to go.
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