"childs job - is to play"

symbolic play refers to symbolic, or dramatic, play which occurs when children begin to
substitute one object for another. For example, using a hairbrush to represent a
microphone. The child may pretend to do something (with or without the object present
or with an object representing another object or be someone. They may also pretend
through other inanimate objects (e.g., has a doll pretend to feed another doll. !ramatic
play with se"uence of pretend acts predominates after # years of age.
$s children de%elop representational s&ills, parent-child play begins to include the
creation of pretend roles, imagined scenes, and the symbolic manipulation of objects and
language. 'ymbolic play is first obser%ed with (- to #-yer-old children.
)hildren are most li&ely to initiate engagement, see&ing out adult participation. *others
are li&ely to remain in%ol%ed in a symbolic play episode until it is completed.
+arental roles are audience and facilitator. For example, when the child pretends to be a
mother, the mother may remind the child of responsibilities, encourage the child when
they remember an appropriate acti%ity, and direct the child regarding details.
'ymbolic play with parents in%ol%es discussions of feelings and inner states. ,t may
ser%e as a forum for the sociali-ation of emotion
There is a de%elopmental progression. 'ymbolic play begins with coplay, where the
parent introduces con%entional practices but opens up possible worlds. The parent ta&es
on the role of audience as the childs competencies de%elop. ,ndependence and
communication s&ills are fostered by symbolic play.
'ymbolic play. )ertain games can symbolically express a child.s problems. /ecause there
are no rules in symbolic play, the child can use this play to reinforce, learn about, and
imaginati%ely alter painful experiences. The child who is in an abusi%e family may
pretend to be a mother who lo%es and cuddles her child rather than one who %erbally or
physically abuses her child. 0r in play this same child might act out abusi%e experience
by hitting or screaming at a doll that symboli-es the child. +arents can be surprised by
their child.s perception of family issues. )hildren mimic their parents in certain play1 in
other games they may pretend they are the heroes they read about in boo&s or see on
tele%ision. $t certain de%elopmental stages children belie%e they can fly or disappear.
'ymbolic play may be used by children to cope with fear of separation when they go to
school or to the hospital.
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-a&ljuca&
+lay is an essential part of growing up and researchers belie%e it.s
critical to ensure children reach their full potential in life.
+arents don.t always understand the importance of play howe%er,
and in today.s competiti%e world, the temptation is to stop your
children "wasting time" and to put the time to what they belie%e is
more constructi%e use.
For a child, howe%er, there is no more constructi%e acti%ity than
play. 2hen analysing the importance of play, particularly if you.re
tempted to introduce a more "worthwhile" acti%ity such as flash
cards, educational computer games or dancing lessons, you should
ta&e into account the following points3
+lay allows a young child to be "in charge." Thin& about this -- in
their e%eryday li%es, they.re small and powerless, always being told
what to do, and how to do it. 2ithout an adult around, they.re
running the show4
+lay helps children learn about the world in which they li%e. They
can in%estigate and disco%er, test their theories, spatial
relationships, explore cause and effect, societal roles and family
%alues. 'uch is the importance of play, that there.s %irtually no area
of life about which it can.t teach a child something.
+lay builds self-esteem. )hildren will often play at something they
&now they can do well, at which they can be successful.
+lay builds social s&ills. )hildren will begin playing with
inanimate and non-threatening objects, li&e cuddly toys, bric&s etc,
so practising their interacti%e s&ills. 5ater, playing with other
#
children will build on this foundation as they learn to share, ta&e
turns, assert themsel%es and begin to empathise with others.
+lay with parents shouldn.t be underestimated either, as research
shows that children whose parents play with them ultimately
de%elop superior social s&ills.
+lay also pro%ides the opportunity for children to wor& out their
feelings. The importance of dealing with difficult or unpleasant
emotions is immense. $ child who.s worried about going to the
dentist, for example, may deal with the anxiety by setting up a
clinic for dolls with toothache.
+lay helps with language de%elopment. Thin& of the %ast number
of words a toddler uses during play, many of them repeatedly,
enhancing their language s&ills.
+lay allows children to grow beyond their years. They can pretend
to be all sorts of things in play - a doctor, a surgeon, a ci%il
engineer e%en44 (Thin& of those bric&s
Finally, don.t forget to consider the importance of stimulating your
child.s creati%ity and imagination - ma&ing a castle in the sand, or a
car garage out of a shoe box, ta&ing an order in their own
(imaginary restaurant or dressing up as a &ing or "ueen - these all
allow children to stretch the limits of their world and experience
the fun in ma&e-belie%e.
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,t is through play that children de%elop essential life s&ills, they learn how to interact with
their peers and with adults, they learn how to choose friends and enemies, they learn how
to run around, play team games and sports, they learn to be creati%e, to adapt and de%elop
new s&ills, and they learn a whole range of emotions.
The Importance of Play:
Play is fundamental to all aspects of child development
and is a key component in preserving community and
culture, in the broadest sense.
Play is valuable in children's physical exercise and
growth and in their development of motor skills.
hildren playing together present rich opportunities for
social, moral and emotional development and hence for
the development of their personality and their ability to
handle stress and conflict. It is in free play that
children learn to understand and co!operate with
others. The "uintessential nature of play is that it is
initiated and controlled by children and this element,
and the resulting social competence, has been critically
linked to the development of resiliency in children and
youth at risk.
#atural outdoor play environments offer important
opportunities for children to begin to value the
environment. Through play children explore cause and
effect and gradually build a knowledge base that
cannot be taught through structured learning activities.
Play is a vehicle
for the development of creativity and flexibility,
invaluable "ualities in human development.
Play can be a vehicle for children to pass on their
culture, for sharing between generations, and for
children to communicate their feelings and ideas to
adults. Through play young children learn to become
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active participants in community. Play days and play
festivals are a ma$or form of celebration of culture and
community around the world
Misconception of the Value of Play
The importance of play to children is strongly
supported by researchers from a range of disciplines
including psychology, education, philosophy,
anthropology and recreation. In spite of this, society as
a whole continues to view play as a frivolous pastime,
at best useful for children to %let off steam.%
The reasons for this misunderstanding are many and
varied. &ne reason is our difficulty in clearly defining
play. Play is not synonymous with recreation, although
there are many opportunities for play in recreation
programs and environments, and it does not include
everything children do in their leisure time. Play is not
created by adults for children, but behaviour children
initiate themselves. Play is spontaneous, self!
motivated, controlled by the child. Ideally, the adult
role combines setting the stage and facilitating' that is,
supporting rather than directing children's play.
(or reasons already outlined, specialists in children's
play theory see play as fundamental to human
development.
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9a&ljuca&
Play is not just about providing safe playgrounds for children. It is
fundamentally about protecting their right to be free to explore and
discover the physical and social world around them on their own
terms.
Play is essential to development because it contributes to the cognitive,
physical, social, and emotional well-being of children and youth. Play also
offers an ideal opportunity for parents to engage fully with their children.
From an early age, play is important to a child.s de%elopment and learning. ,t isn.t just
physical. ,t can in%ol%e cogniti%e, imaginati%e, creati%e, emotional and social aspects. ,t
is the main way most children express their impulse to explore, experiment and
understand. )hildren of all ages play.
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