play and social interaction in middle childhood doris bergen and doris pronin fromberg

Play and Social Interaction

in Middle Childhood

Doris Bergen and Doris Pronin Fromberg

Flashback

Tell me about your favorite game when you

were growing up.

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

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)

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!

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

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

The Value of Middle Childhood Play

Four key components

Social and emotional competence

Affiliation

Cognitive development

Imagination and creativity

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.

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.

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.

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.

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.

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.

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.

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.

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?

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.

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.

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.

Adult Facilitation

Supporting gender equity

Provide toys and materials that are not gender specific.

Teachers should encourage their students to expect more from themselves.

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!

Reference

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