play and the school-age child play and the school-age child

PLAY AND THE SCHOOL-PLAY AND THE SCHOOL-AGE CHILDAGE CHILD

PLAY AND THE SCHOOL-AGE CHILDPLAY AND THE SCHOOL-AGE CHILD

The more complex the The more complex the mind, the greater the mind, the greater the need for playneed for play

The complexity of the The complexity of the mind is a function of mind is a function of the availability of playthe availability of play

Play as an instrument, Play as an instrument, development as an development as an outcome. Society as a outcome. Society as a changing construct???changing construct???

PHYSICAL DEVELOPMENTPHYSICAL DEVELOPMENT Elementary school children Elementary school children

exhibit Specialized exhibit Specialized movement according to movement according to GallahueGallahue. .

Children exhibit a great Children exhibit a great deal of mastery over their deal of mastery over their physical capabilities and physical capabilities and become increasingly become increasingly interested in certain sports interested in certain sports or recreation.or recreation.

BaseballBaseball FootballFootball TennisTennis GolfGolf

Factor Affecting Physical Factor Affecting Physical DevelopmentDevelopment

Proper nutritionProper nutrition

ObesityObesity. Today, children have increasing problems . Today, children have increasing problems with clinical obesity, HB pressure, and cholesterol.with clinical obesity, HB pressure, and cholesterol.

Childhood illnessesChildhood illnesses. Within the first 2 years of . Within the first 2 years of elementary school, children experience high rates of elementary school, children experience high rates of illnesses. Especially, in low socioeconomic groups.illnesses. Especially, in low socioeconomic groups. AsthmaAsthma Cystic fibrosisCystic fibrosis CancerCancer AIDSAIDS

School Aged Play and InjuriesSchool Aged Play and Injuries

Injuries begin to increase Injuries begin to increase from early childhood thru from early childhood thru adolescence.adolescence.

Boys tend to have more injuries Boys tend to have more injuries than girlsthan girls

Variations in risk and play seem to Variations in risk and play seem to be important factor for distinctions be important factor for distinctions in genderin gender

Majority of injuries due to auto and Majority of injuries due to auto and bicycle collisionsbicycle collisions

Characteristics of Motor Characteristics of Motor DevelopmentDevelopment

During this period, growth is slower and more regularDuring this period, growth is slower and more regular

Between 6 and 8, boys are much taller and heavier Between 6 and 8, boys are much taller and heavier than girls. However, this trend changes by age 10 than girls. However, this trend changes by age 10 when girls catch up and generally become taller.when girls catch up and generally become taller.

Development and growth occurs from bottom to top.Development and growth occurs from bottom to top.

Further development of fine motor skills enable Further development of fine motor skills enable children to write with greater precision. First grade children to write with greater precision. First grade children can generally write their name, the letters of children can generally write their name, the letters of the alphabet, and numbers.the alphabet, and numbers.

Motor Skill DevelopmentMotor Skill Development Differences in motor development have been found Differences in motor development have been found

to be related to gender and socioeconomic status.to be related to gender and socioeconomic status.

Boys tend to be more advanced in gross motor Boys tend to be more advanced in gross motor development (organized sports).development (organized sports).

Girls tend to be more advanced in fine motor development Girls tend to be more advanced in fine motor development (handwriting, drawing).(handwriting, drawing).

Social and parental expectations seem to influences Social and parental expectations seem to influences these differences; however, this trend is changing.these differences; however, this trend is changing.

Should gender be a determining factor for organized sports? Should gender be a determining factor for organized sports?

How do we promote a gender neutral approach to organized How do we promote a gender neutral approach to organized sports?sports?

Outdoor PlayOutdoor Play Outdoor play is generally initiated by peers and Outdoor play is generally initiated by peers and

often occurs in the absence of adult often occurs in the absence of adult supervision.supervision.

This type of play is diminishing in the home and This type of play is diminishing in the home and school (recess) due to safety reasons and school (recess) due to safety reasons and philosophical reasons.philosophical reasons.

Increasing school expectationsIncreasing school expectations Parents workingParents working Sometimes teachers/parents don’t value play (urban Sometimes teachers/parents don’t value play (urban

vs. rural)vs. rural) Many play areas are plagued by drugs, violence, Many play areas are plagued by drugs, violence,

homeless transientshomeless transients LawsuitsLawsuits

Children engage in more risky behaviors, Children engage in more risky behaviors, especially during outdoor playespecially during outdoor play

Cognitive DevelopmentCognitive Development

School age children are concrete in their School age children are concrete in their thinking.thinking.

Changing mental strategies: Changing mental strategies: Selective attentionSelective attention (better able to screen out other (better able to screen out other

distractions)distractions) memory strategiesmemory strategies (rehearsal, elaboration, (rehearsal, elaboration,

organization)organization) knowledge growthknowledge growth..

Variations in intelligenceVariations in intelligence Unidimensional intelligence. IQ.Unidimensional intelligence. IQ. Multidimensional intelligence. Howard GardnerMultidimensional intelligence. Howard Gardner

A GLIMPSE AT SOCIAL/EMOTIONAL A GLIMPSE AT SOCIAL/EMOTIONAL DEVELOPMENTDEVELOPMENT

According to According to EriksonErikson, children face the challenge of , children face the challenge of Industry vs. Inferiority.Industry vs. Inferiority.

Self concept continues to develop during this stage, but it Self concept continues to develop during this stage, but it varies due to environmentvaries due to environment

Self-esteem starts to declineSelf-esteem starts to decline PhysicalPhysical Social Social AcademicAcademic

Looking Glass Concept (C. H. Cooley)Looking Glass Concept (C. H. Cooley)

Development of attributes: Mastery orientation vs. Learned Development of attributes: Mastery orientation vs. Learned helplessnesshelplessness

Perspective taking in consort with moral development Perspective taking in consort with moral development continues to develop. continues to develop.

Development of Peer CultureDevelopment of Peer Culture

Children begin to organize into groups and Children begin to organize into groups and seek separate identities thru dress and/or seek separate identities thru dress and/or ritual activities. ritual activities.

Increases in organizational affiliations like 4-H Increases in organizational affiliations like 4-H groups, Boy and Girl Scouts------gangs?.groups, Boy and Girl Scouts------gangs?.

Positive group experiences facilitate greater Positive group experiences facilitate greater sense of esteem and greater social competence.sense of esteem and greater social competence.

Negative group experiences or group rejection Negative group experiences or group rejection tend to produce negative outcomes.tend to produce negative outcomes.

Play and Social-emotional Play and Social-emotional DevelopmentDevelopment

School aged children promote rule based play. Reflecting School aged children promote rule based play. Reflecting the highest level of social play (the highest level of social play (PiagetPiaget and and SmilanskySmilansky) and ) and cooperative play (cooperative play (PartenParten))

Major problems of play are aggressive playing and Major problems of play are aggressive playing and bullying. bullying.

Boys tend to exhibit greater physical aggression while Boys tend to exhibit greater physical aggression while girls tend to exhibit greater verbal aggressiongirls tend to exhibit greater verbal aggression

Children tend to avoid bullies; therefore, they tend to Children tend to avoid bullies; therefore, they tend to exhibit greater antisocial habitsexhibit greater antisocial habits

Boys tend to be bullies however, both boys and girls Boys tend to be bullies however, both boys and girls tend to be recipientstend to be recipients

Teachers tend to do little about bullying among Teachers tend to do little about bullying among children. Explanationchildren. Explanation

They may not be awareThey may not be aware They may feel that children need to solve their They may feel that children need to solve their

own problemsown problems

Gender and Social PlayGender and Social Play BoysBoys

Tend to engage in outdoor playTend to engage in outdoor play Tend to play in larger groupsTend to play in larger groups Tend to play more in same-aged groupsTend to play more in same-aged groups Tend to engage more in rough-and-tumble playTend to engage more in rough-and-tumble play Tend to engage in less mature playTend to engage in less mature play Tend to spend more time playing electronic gamesTend to spend more time playing electronic games Boys tend to prefer realistic play themes (girls prefer Boys tend to prefer realistic play themes (girls prefer

fantasy themes)fantasy themes)

GirlsGirls Tend to spend their play time in conversation, apparatus Tend to spend their play time in conversation, apparatus

play, and games that require taking turnsplay, and games that require taking turns In co-ed schools, girls tend to stay closer to adults. In all In co-ed schools, girls tend to stay closer to adults. In all

girl settings, they tend to venture and play farther from girl settings, they tend to venture and play farther from adults.adults.

Rough-and-Tumble Play, Chase Games, & War Rough-and-Tumble Play, Chase Games, & War ToysToys

Rough-and-Tumble Play (RTP) accounts for 5% of play in Rough-and-Tumble Play (RTP) accounts for 5% of play in preschools. It increases to 17% of school-aged play and preschools. It increases to 17% of school-aged play and declines during middle childhood.declines during middle childhood.

Many teachers purport not to be able to distinguish between Many teachers purport not to be able to distinguish between fighting and RTP. fighting and RTP.

Older and more popular children use sports as a means of Older and more popular children use sports as a means of status development. status development. However, aggressive and rejected children continue to use However, aggressive and rejected children continue to use

RTP/bullying for status and recognition.RTP/bullying for status and recognition.

Themes to chase games:Themes to chase games: Threat of kissingThreat of kissing Threat of CootiesThreat of Cooties Social intrusion (Social intrusion (boy groups interrupting girl groups while playing boy groups interrupting girl groups while playing

jump ropejump rope, , girl group interrupting boys playing footballgirl group interrupting boys playing football, etc.), etc.)

Do war toys promote violence?Do war toys promote violence?

Other Key Points for Other Key Points for ConsiderationConsideration

Clear links have been established between Clear links have been established between children who engage in high-quality children who engage in high-quality pretend play and later abstract thought pretend play and later abstract thought (Bergen, 2002)(Bergen, 2002)

Pretend play fosters:Pretend play fosters: Cognitive self-regulationCognitive self-regulation Narrative recall Narrative recall Divergent problem-solvingDivergent problem-solving Rule understandingRule understanding

PLAY AND THE SCHOOL-AGE CHILDPLAY AND THE SCHOOL-AGE CHILD

The more complex the The more complex the mind, the greater the need mind, the greater the need for playfor play

The complexity of the mind The complexity of the mind is a function of the is a function of the availability of playavailability of play

Play as an instrument, Play as an instrument, development as an development as an outcome. . . outcome. . . Society as a Society as a changing construct???changing construct???

A MODEL FOR AGGRESSIONA MODEL FOR AGGRESSION

Diminishing Play

Confusing Experiences

CommunicationLocus of Control

Life SkillsExpression Aggression

TRANSFORMING AGGRESSION INTO PROSOCIAL TRANSFORMING AGGRESSION INTO PROSOCIAL OUTCOMESOUTCOMES

Communication

Life SkillsExpressionPro-SocialOutcomes


CommunicationAutonomy/

Self-Concept



Debriefing


Self-Concept



Increasing Play

Debriefing


Self-Concept


Play as an Instrument, Development as an Play as an Instrument, Development as an Outcome, Society as the Changing ConstructOutcome, Society as the Changing Construct

Healthy Play

HealthyAdults

ProsocialOutocomes

REFERENCESREFERENCES

Bergen, D. (2006). The role of pretend Bergen, D. (2006). The role of pretend play in children’s cognitive play in children’s cognitive development. development. Early Childhood Research Early Childhood Research & Practice, (4)1& Practice, (4)1, 1-8., 1-8.

Frost, J., Wortham, S., & Reifel, S. Frost, J., Wortham, S., & Reifel, S. (2005). Play and child development (2(2005). Play and child development (2ndnd ed.). Merrill Prentice Hall. Upper Saddle ed.). Merrill Prentice Hall. Upper Saddle River, New Jersey.River, New Jersey.

play and the school-age child play and the school-age child

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