Readings and Theories of Play and Learning

This critical review discusses the meaning, perspectives, benefits, and challenges of play in children between the age group of 0 to 8 years. It also covers children's perspectives on play, families at play, and classical and developmental theories on play.

Critical Review – Readings and Theories of Play and Learning
Reading 1 – What is Play?
Fleer, M. (2017). What is Play. In M. Fleer, Play in the Early Years, 2nd Edition (pp. 1-23).
Cambridge: Cambridge University Press
Purpose From this set reading, the authors aim to make the reader
understand the meaning of “play”, its value in the societal sense,
and varying perspectives to play. The authors describe the concept
of play in children between the age group of 0 to 8 years.
Main points and key
idea discussion
The key points that are discussed in this set reading are
- The definition of “play”, by creating a concept map
- Detailing the various interpretations and forms of play
- Sketching the benefits and challenges of play.
- Describing how play enables relationship development
In addition to the above mentioned points, play memories of people
from various age groups and their impact on the development of the
child are discussed, with relevant examples.
Theoretical
perspectives/
assumptions
In this set reading, two major theoretical perspectives and
assumptions are shared, namely
- Play is different in different cultures, and has different
impacts on the children’s’ development (pp.3-4)
- The memories of play in childhood have an impact on the
growth and development of a child until adulthood. (pp. 11-
20)
Conclusions From the various points raised in the reading, it can be concluded
that
- The concept, initiation, and implementation of play differs
with differing cultures
- Each form of play influences the a child’s development
differently
- Play holds a great value in the cultural expression of a
person
- .There are a few cultures that discourage play, thus the
development of the child is differently managed.
Implications Play is a natural phenomenon which occurs in children as a part of
their developmental process. Even though play is encouraged by
many as a natural part of childhood, the support varies with cultural
variations. Childhood play and memories of play in childhood
influence the person’s development from childhood to adulthood
(Parmar, Harkness, & Super, 2004). As the child’s age increases,
his/her type of play changes, thus enabling a holistic development.
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Critical Review – Readings and Theories of Play and Learning
Reading 2 – Children’s Perspectives on Play
Fleer, M. (2017). Children’s perspectives on Play. In M. Fleer, Play in the Early Years, 2nd
Edition (pp. 27-45). Cambridge: Cambridge University Press
Purpose From this set reading, the authors aim to make the reader
understand various perspectives of children on play, and to
comprehend the key take-home message from learning their views.
Main points and key
idea discussion
The key points that are discussed in this set reading are
- Realizing the view-point of an adult, and that of a child on
the same play, thus finding the differences in perspective
- The various ways of communicating play with children
- Interpreting children’s perspectives on play, and the lessons
that can be learnt from them
How each and every culture details play in children is also
discussed in this reading
Thesis or arguments or
theoretical
perspectives
In this set reading, two major theoretical perspectives and
assumptions are shared, namely
- Data can be collected from children on their perspectives on
play, using various methods (p.32)
- One can learn a lot from children by interpreting the data
correctly.(p.44)
Conclusions From the various points raised in the reading, it can be concluded
that
- It is possible to subjectively and objectively document the
children’s perspective on play using various developmental
tools, and by using technology.
- The data on the perspectives that are obtained, must be used
to reinforce the development of the child, and for further
research..
Implications Many children are not capable in conveying exactly what they
intend to convey. As adults who deal with them, it is our
responsibility to try to understand what the children intend to say
about the activities given to them, whether they like it or not, and
whether they are comfortable doing it any other way. One needs to
be observant so as to pick up the cues provided by the children. It is
essential to make the children voice out their perspectives and
viewpoints, so that they grow up into confident and independent
adults. It is also important that the adults heed their perspectives and
modify the concerns as necessary. (Rogers & Evans, 2008).
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Critical Review – Readings and Theories of Play and Learning
Reading 3 – Families at Play
Fleer, M. (2017). Families at Play. In Play in the Early Years, 2nd Edition (pp. 48-62).
Cambridge: Cambridge University Press
Purpose From this set reading, the author aims to comprehend the definition
of play and in concept in varying families and cultures, and places a
strong emphasis on encouraging play in the home environment.
Main points and key
idea discussion
The key points that are discussed in this set reading are
- Origins of play, play in the historical texts and evidences,
and the evolution of play
- The role every family has in encouraging a child to play
- A comparison of play structure between adults and children
of varying families from varying cultures.
Case studies of two families at play, and how the children respond
to play in the respective situations are analysed.
Thesis or arguments or
theoretical
perspectives
In this set reading, two major theoretical perspectives and
assumptions are shared, namely
- Every family’s interpretation and implementation of “play”
is different (p.59)
- Apart from being a physiological necessity, play also plays
an important role of a cultural construct (p.61)
Conclusions From the various points raised in the reading, it can be concluded
that
- Each family has its own perspective on play
- There are some families and cultures that do not encourage
play in children
- The growth and development of children is highly
influenced by their cultural constructs towards play.
Implications A healthy development of a child is influenced by the relationship it
has with its family members and their interactions between
them..Even though outdoor sport playing constitutes largely as play,
play is not limited to that alone (Ariel, 2005). Play within family is
an ongoing activity, wherein household chores and activities of
daily living can be constituted as play. In certain cultures, play is
discouraged. This might influence the child to shy away from
intermingling with the society, encouraging introvertism.(Gil,
2014). For a healthy growth and development of a child, regular
play sessions with family is of utmost importance, enabling the
child to inculcate many positive traits.
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Critical Review – Readings and Theories of Play and Learning
Reading 6 – Classical and Developmental Theories on Play
Fleer, M. (2017). Classical and Developmental Theories on Play. In Play in the Early Years,
2nd Edition (pp. 111-123). Cambridge: Cambridge University Press
Purpose From this set reading, the author aims to list out the theoretical
aspects of play, and a brief outline of a few theories of play
(classical and developmental) are provided.
Main points and key
idea discussion
The key points that are discussed in this set reading are
- Four classical theories of play are analysed (The Surplus
energy theory, Relaxation and recreation theory, Practice
theory, and Recapitulation theory)
- The Developmental models of play are analysed (Piaget’s
theory, Bateson’s model, Bretherton Model, Burghardt
model).
- A conceptual analysis of the aforementioned theories are
made
- The relevance of the theories of play to the children’s actual
play is challenged.
Thesis or arguments or
theoretical
perspectives
In this set reading, two major theoretical perspectives and
assumptions are shared, namely
- The efficacy of the theoretical concept of play depends on
whether the play of the child is structured or unstructured.
(pp.113-114)
- Theoretical concepts are relevant to a child’s perception of
play (p.122)
Conclusions From the various points raised in the reading, it can be concluded
that
- Jean Piaget’s model of play based on the age-defined model
is the most efficient and the most sought after theoretical
concept as a base for children’s play.
This conclusion was made after a thorough analysis of all theories..
Implications Play is a very important concept in the development of a child, even
though it might be considered an informal activity. For the benefit
of the children, a theory-supported qualitative and quantitative
analysis of play needs to be made (Van Hoorn, Monighan-Nourot,
Scales, & Alward, 2014). By applying relevant theories, it is
possible to structure the play in the right order, and devise new play
activities for children. (Piaget, 2008).
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Critical Review – Readings and Theories of Play and Learning
REFERENCES
Ariel, S. (2005). Family play therapy. nternational handbook of play therapy: Advances in
assessment, theory, research, and practice , 3-22.
Einarsdottir, J., Dockett, S., & Perry, B. (2009). Making meaning: Children’s perspectives
expressed through drawings. Early child development and care , 217-232.
Fleer, M. (2017). What is Play. In M. Fleer, Play in the Early Years, 2nd Edition (pp. 1-23).
Cambridge: Cambridge University Press.
Fleer, M. (2017). Children’s perspectives on Play. In Play in the Early Years, 2nd Edition
(pp. 27-45). Cambridge: Cambridge University Press
Fleer, M. (2017). Families at Play. In Play in the Early Years, 2nd Edition (pp. 48-62).
Cambridge: Cambridge University Press
Fleer, M. (2017). Classical and Developmental Theories on Play. In Play in the Early Years,
2nd Edition (pp. 111-123). Cambridge: Cambridge University Press
Gil, E. (2014). Play in family therapy. Guilford Publications.
Ginsburg, K. (2007). The importance of play in promoting healthy child development and
maintaining strong parent-child bonds. Pediatrics , 182-191.
Parmar, P., Harkness, S., & Super, C. (2004). Asian and Euro-American parents’
ethnotheories of play and learning: Effects on preschool children’s home routines and
school behaviour. International Journal of Behavioral Development , 97-104.
Piaget, J. (2008). Developmental psychology: Incorporating Piaget’s and Vygotsky’s theories
in classrooms. ournal of Cross-Disciplinary Perspe fictives in Education , 59-67.
Rogers, S., & Evans, J. (2008). Inside role-play in early childhood education: Researching
young children's perspectives. Routledge.
Van Hoorn, J., Monighan-Nourot, P., Scales, B., & Alward, K. (2014). Play at the center of
the curriculum. Pearson.
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