What is Play?
LEARNING THROUGH PLAY:
Utilizing Play & Choice to Enhance Learning in Elementary Classrooms.
Play-Based Learning
“Play-based learning” refers to a set of learner-centered strategies in which students learn through the context of play.
Play-based strategies:
Historical Basis
1800s Europe & America:
(Morgan, 2011)
Vygotsky
Lev Vygotsky, a renown developmental psychologist, believed that play was a process which supports, encourages, and drives child development.
“In play, the most important thing is not the satisfaction the child receives through playing, but the objective use and objective meaning of the play, of which the child himself is unaware. This meaning, as is well known, involves the development and exercise of all the child’s powers and latent strengths.” (Vygotsky 1930/2004, 65)
(Bodrova, 2008)
Vygotskian Play
Vygotsky referred specifically to what he called “Real Play.”
“Real Play” included 3 important pieces:�
(Bodrova, 2008)
Stuart Brown, M.D.�Author of “Play”, Medical Doctor, Psychiatrist, Clinical Researcher, and Founder of the National Institute for Play
Dr. Brown, while believing there is no absolute definition of play, outlined 7 properties of play.
Brown, 2009
Properties of play
Play exists for its own sake. It does not serve a purpose, such as making money or creating a necessary item for survival.
Play is not something we/children are required to do, but something we/they choose to do.
3. Inherent Attraction:
Play is fun, play cures boredom, we want to do it.
4. Freedom from Time:
When we engage in play, we lose track of time.
5. Diminished Consciousness of Self:
When we engage in play, we stop worrying. In imaginative play, we can become a different self.
6. Improvisational Potential:
In play, we are not locked into rigid ways, open to new ideas and insights. We stumble onto learning.
7. Continuation Desire:
Play is engaging and we desire to continue. The pleasure of the experience drives the desire to continue.
Brown, 2009
Types of Play: Purposeful Play �Kristine MrAZ, Alison Porcelli, Cheryl Tyler (2016)
Types of play are highlighted as :
Fantasy Play
Examples:
Helps develop abstract thinking, as objects are used in substitution for those needed for the play.
(MRaz, Porcelli, & Tyler, 2016)
An imaginary scenario in which children take on/act out roles, and develop rules from the roles.
(Similar to Vygotsky’s “Real Play”)
Examples:
Helps teach problem solving, helps develop deeper understanding, apply learning.
Constructive Play
(MRaz, Porcelli, & Tyler, 2016)
An organized form of play in which children use materials to create something. �This activity becomes more complex with age.
Games with Rules
Examples:
Helps develop cooperation skills, formation of strategy, healthy competition, and developing empathy (winning/losing).
(MRaz, Porcelli, & Tyler, 2016)
Rules are already set by an external source (not created by the children) and in order to play/for the game to work, children must comply with the set rules.
Examples:
This kind of play generates controversy, might get taken too far, and can lead to injury, but is the type of play children crave.
Helps physical, social, and cognitive development.
Rough & Tumble Play
(MRaz, Porcelli, & Tyler, 2016)
Physical play which usually involves body contact between two or more children.
“Play fighting” or “Horseplay”
Stages of Play: Purposeful Play �Kristine MrAZ, Alison Porcelli, Cheryl Tyler (2016)
Along with types, the authors also identified 6 stages of play:
Unoccupied Behavior
Onlooker Behavior
Solitary Play
Parallel Play
Associative Play
Cooperative Play
Stages of Play
Immature form of play: the child observes randomly and engages in fidgeting or repetitive behavior.
The child is deliberate. The child observes other children at play, approaches other children, asks questions, but does not engage in play.
The child chooses to play alone, possibly near another group, but absorbed in his own play.
4. Parallel Play
The child chooses the same materials as another child or children. They do not communicate or only communicate about their own play, not the other child’s.
5. Associative Play:
Children choose to play together in a group, using the same materials, or doing the same activity. They share materials and may work on identical projects, but are not working together or occupying roles.
6. Cooperative Play:
The most mature form of play: children plan their play, discuss/negotiate, and assign roles. They then play together utilizing these roles.
(MRaz, Porcelli, & Tyler, 2016)
PRoPELS
Critical Elements of Play
Similarly, researchers Deborah Leong and Elena Bodrova developed a list of the critical elements of play. These critical elements can be described using the acronym PRoPELs.
The intent of identifying these critical elements is for assessing and scaffolding play in early childhood classrooms.
Leong, Bodrova, 2012
This Graphic outlines PRoPELS (The critical elements of play) as well as stages of play.
Using this graphic, students’ level of play can be assessed. Where do they fall within the chart?
This chart can also be utilized to scaffold play. What elements or stages need to be introduced to help the child engage in more mature play?
Leong, Bodrova, 2012
That was a lot of information!
�Let’s Apply It!
You’ve been presented with multiple explanations of types of play, Elements of Play, and Stages of Play.
Using this Google Document, describe the types, elements, or stages of play you have observed or expect to observe in your early-childhood classroom. Please do as many as you like, or as few as five. Use explicit examples if possible.
Aras, S., & Merdin, E. (2020). Play-based teaching practices of Turkish early childhood teachers. Issues in Educational Research, 30(2), 420–434. Retrieved From : http://www.iier.org.au/iier30/aras.pdf
Bodrova, E. (2008). Make-believe play versus academic skills: a Vygotskian approach to today’s dilemma of early childhood education. European Early Childhood Education Research Journal, 16(3), 357–369. Retrieved from: https://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=4fa652a2-19da-454d-a104-8a8ccfde1e17%40sessionmgr103
Brown, S. (2009) Play, How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul. New York, NY: The Avery Group.
Elkind, D. (2007) The Power of Play, Learning What Comes Naturally. Philadelphia, PA: Da Capo Press.
Resources:
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Leong, D. J., & Bodrova, E. (2012). Assessing and Scaffolding Make-Believe Play. YC: Young Children, 67(1), 28–34. Retrieved from: https://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=6&sid=4fa652a2-19da-454d-a104-8a8ccfde1e17%40sessionmgr103
Morgan, H. (2011). Early Childhood Education: History, Theory, and Practice: Vol. 2nd ed. Rowman & Littlefield Publishers. Retrieved From: https://eds.a.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzQ4MjkzMF9fQU41?sid=2110f629-8803-4a3d-955d-2c22f66bd8ea@sessionmgr4008&vid=1&format=EB&rid=5
Mraz, K., Porcelli, A., Tyler, C. (2016). Purposeful Play: A Teacher’s Guide to Igniting Deep & Joyful Learning Across the Day. Portsmouth, NH: Heinemann.
Rendon, T., Gronlund, G. (2017) Saving Play, Addressing Standards through Play-Based Learning in Preschool and Kindergarten. St. Paul, MN: Redleaf Press.
Resources:
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