PLAY DEVELOPMENT

• Play Development


  • Continued exploration and the development of friendships
  • Opportunities to learn negotiation, problem solving, and communication skills
  • Play would be perfect opportunities to learn social skills — motivating, fun, enjoyable
  • Language would be elicited more naturally
• Play Development


  • Enjoys manipulative play, imitation, games, and social play with other children of the same sex
  • Role-playing scenarios that facilitates dramatic play
  • Beginning of reciprocal play; taking turns (3-4 years old)
• Piaget's Stages of Play


  • Sensorimotor Stage (0-2 years): practice games, exploratory behaviors
  • Symbolic Stage (2-6 years): uses imaginary objects, pretend play
  • Games with Rules (participates in team sports, activities with flexible rules and goals)
• Parten's Stages of Play


  • Solitary Play/Unoccupied Play Behavior: play with his or her own body, engages in gross motor behavior
  • Onlooker Play: watches others and engages in conversation with those playing
  • Parallel Play: plays with similar toys alongside others
  • Associative Play: plays with others but not yet organized
  • Cooperative Play: organized and with a purpose, leader and member roles
• Symbolic/Imaginative Play


  • 2 Years Old: pretends that dolls, figurines, and stuffed animals are real, imitates the actions of others
  • 3-4 Years Old: objects can be used to represent something else, develops scripts
  • 5 Years Old: imaginary play becomes social, assumes real life roles
• Stages of Fantasy Play


  • Reality Play: objects are used for intended purpose
  • Object Fantasy: objects used in novel ways
  • Person Fantasy: objects are given people qualities
  • Announces Fantasy: activity is announced to others
• Constructive Play


  • 3-4 Years Old: making or building things
  • 4 Years Old: developing a plan to build a structure and carrying out steps
  • 5 Years Old: follow toys with instructions and model, creates simple art projects or 3D designs
• Rough and Tumble Play


  • Delight in movement experiences that provide sensory input
  • Usage of gross motor skills without any particular goal
  • Non-competitive and rarely organized
  • Associative physical play
• School Readiness and ADL Development