Cognitive level of play

• Functional Play (Locomotor Play or Sensorimotor Play)


  Simplest level; begins during infancy, consisting of repeated practice in large muscular movements
• Constructive Play (Object Play or Practice Play)


  Use of objects or materials to make something
• Dramatic Play (Pretend Play, Fantasy Play, Imaginative Play)


  Involves imaginary objects, actions, or roles
• Formal Games


  Organized games with rules, procedures, and penalties
• 6 Types of Play by Parten (1932)

  • Unoccupied Behavior
  • Onlooker Behavior
  • Solitary Independent Play
  • Parallel Play
  • Associative Play
  • Cooperative or Organized Supplementary Play
• Unoccupied Behavior


  Child does not seem to be playing but watches anything of momentary interest
• Onlooker Behavior


  Child spends most time watching others play
• Solitary Independent Play


  Child plays alone
• Parallel Play


  Plays beside the other children independently
• Associative Play


  Children talk, borrow, and lend toys, follow each other around and play similarly
• Cooperative or Organized Supplementary Play

  Child plays in a group organized for some goal – to make something, play formal game, or dramatize a situation
• Reticent Play


  Combination of Unoccupied and Onlooker categories is often a manifestation of shyness
• Social Play


  Involves interaction with peers
• Constructive play


  Combines sensorimotor/practice play with symbolic representation
• Games


  Activities that children engage in for pleasure and that have rules
• Sex Segregation is common among preschoolers and becomes more prevalent in middle childhood
• Gender Segregation – a phenomenon wherein girls tend to select other girls as playmates, and so boys
• Discipline


  Refers to methods of molding character and of teaching self-control and acceptable behavior
• External Reinforcements


  May be tangible or intangible; it must be seen as rewarding and received fairly consistently after showing desired behavior
• Internal Reinforcements


  A sense of pleasure or accomplishment
• Punishment


  If consistent, immediate, and clearly tied to the offense, may be effective
• Punishment


  • Administered calmly, in private, and aimed at eliciting compliance not guilt
  • Effective when accompanied with short explanation
  • The desired behavior should be clear
• Corporal Punishment


  The use of physical force with the intention of causing a child to experience pain but not injury for the purpose of correction or control of the child's behavior
• Inductive Techniques


  Designed to encourage desirable behavior or discourage undesirable behavior by settling limits, demonstrating logical consequences of the action, explaining, discussing, etc.
• Inductive Techniques


  To consider how her actions would affect others
• Power Assertion


  Intended to stop or discourage undesirable behavior through physical or verbal enforcement
• Withdrawal of Love


  Include ignoring, isolating, or showing dislike for a child
• Social emotions are usually attached to their parents
• Self-concept, self-esteem, emotion regulation