Play and Social Interaction in Middle Childhood

1. Play and Social Interaction in Middle Childhood Doris Bergen and Doris ProninFromberg

2. Flashback Tell me about your favorite game when you were growing up.

3. What is play? • The New Oxford Dictionary defines PLAY: • To engage in activity for enjoyment and recreation rather than a serious or practical purpose • Amuse oneself by engaging in imaginative pretense

4. So how do children define play? • Children consider an activity as play when they choose it. • If an adult assigns the same activity to the child, it becomes work. (King, 1992)

5. Play in Middle Childhood • Includes: • Practice play • Pretense • Games with rules • Construction play All types of play increase the ability to deal with cognitive, emotional and social issues!

6. Play in Middle Childhood • Play is a constantly evolving process. In middle childhood, the process of play involves • Props becoming smaller • Episodes of play are longer • Language is more complex • Themes are more consistent • Physical ability is more refined

7. Script Theory • A form of collaborative play in which children alternate between negotiating the play scenarios and entering into the activities. • They become the characters they create or pretend to be a character they see on television

8. The Value of Middle Childhood Play • Four key components • Social and emotional competence • Affiliation • Cognitive development • Imagination and creativity

9. Social and Emotional Competence • During play, children are learning how to exert self-control, self-direct and negotiate with others. • Through learning these characteristics builds confidence in pushing back immediate gratification and collaborating with others.

10. Affiliation • Entering a play situation is a skill of negotiation. • It requires practice to seamlessly enter a play situation. • If a child lacks this skill, they may become a “loner child” and will stand and observe. • These children may find ways to meet affiliation needs by resorting to violence or bullying.

11. Cognitive Development • Children use their brains when they are coming up with rules for games or or when planning a script for free play. • Use of construction play helps to develop visual-spatial imagery, used later in science and mathematics. • Outdoor activities improve hand-eye coordination. • Play helps to develop a child’s sense of humor as well.

12. Imagination and Creativity • Children invent scenarios using miniature animals, action figures, etc. • They use themes from their own experiences • Playing school • Cops and robbers • They seek privacy from adults, using tree houses or basements while exploring new roles in play. • Research has shown that children who have opportunities to use their imagination are better able to deal with real-life tasks later in life.

13. Contemporary Middle Childhood Play • Play for children has changed since we were young. • Today, technology based games, restriction of play spaces and loss of free time brings challenges to free, active play.

14. Technology • Interactive video games are sometimes so engaging that children do not participate in activities that will build social skills. • Instant messaging – deepening digital literacy • Digital music, virtual musical instruments (Guitar Hero), etc. • Gender specific games – Barbie Girls, virtual action games – reinforce stereotypes.

15. Spaces for Play • Due to changes in the environmental safety, parents are more and more reluctant to allow their child to wonder the neighborhood. • This could be caused by the media showing dangerous situations every day.

16. Time for Free Play • Academic pressures cause administrators to either reduce or eliminate recess. • Research shows that recess actually shows improvement in academics – attention is held longer. • Adults’ ignorance has reduced free play time in school and in the home environment.

17. Adult Facilitation of Play • Middle childhood play is very valuable to the realms of development • Adults must take responsibility and find ways to ensure that children will have plenty of opportunities to play. • How can we, as educators do just that?

18. Adult Facilitation • Providing play resources • Children are naturally creative. Provide plenty of space and materials, both in and outdoor. • Provide materials that can have more than one use. The children will be able to use their imagination to create something new.

19. Adult Facilitation • Engaging in play interaction • Providing children choices can help them build trust and find ways to cope with physical problem solving • This can also help them build relationships with peers through play.

20. Adult Facilitation • Assessing play competence • Teachers can make play suggestion for the children. Most children will follow them. • Children who do their own thing are not doing anything wrong! • Observe the child; it relates to the development of their imagination.

21. Adult Facilitation • Supporting gender equity • Provide toys and materials that are not gender specific. • Teachers should encourage their students to expect more from themselves.

22. Bringing it Home… How will you foster the development of imagination in a child? Parents and teachers must realize how important play was to their own development!

23. Reference • Bergen, D., & Fromberg, D. P. (2009). Play and social interaction in middle childhood. Phi Delta Kappan, 90(6), 426-430.