DIFFERENT THEORY OF PLAY THEORY OF PIAGET

DIFFERENT THEORY OF PLAY THEORY OF PIAGET

The play is a systematic way to product and trace of the man’s obligation heritage and capacity to create a culture. It is a way to build the social and physical world and expanding the knowledge of self, a system of communication. Play rules and governs influence in the grasping a language. (Catherine Gravey) 

it is impossible to give a particular form of an action to play. The everything which makes pleasure by action can considered as play like jumping, throwing a stone, chasing someone, even asking a question, or imitating another person’s action, sound. it’s only can be considered by the contest. Because children voluntarily doing such a thing without any force.

 

Catherine Grey

Instinctive preparation, recapitulation and surplus energy are the benefits which children get by the experience of play. Various kind of games leads to various virtues. Performing adults as the game are one of the most favourite game in the Indian children. Karl Groos philosopher compares this game to fight of an animal. and psychologist, G Stanley added the theory of recapitulation. When children intend to play a game they need to instinctive preparation. It will help to improve the sense the preparation before involving any job. The play would be a reason to improve creativity. Problem-solving, improvement of language. When I was a child, usually we were playing as a family and common life. There would be home and market. We were worked hard to built home by woods, and leaves. And collected several things to sale in the market. the creativity of child work behind this. I studied word catch by the cricket game. While a child playing any game especially official games like football, cricket etc, so many English words would repeat while he plays. 

Play is a platform for children to develop their social development skill. Every play which connecting to social presents, lead them to fit into social orders. No one children ready to make new rules to any play but they are ready to accept any rules. The play is necessary for children for life in the social world. If a child doesn’t involve any play might be different from another child who involved in the play.  Study of Mildred Parten ( in 1932 ) the research was based on 2 to 5-year-old children. divided organization of play into 4 types. Solitary independent play, parallel activity. This two type plays in alone without other interaction and game for a young child. Associative play, cooperative or organized supplementary play these are for the adult with social interpretants. Especially the fourth one-game lead by the one or main person as a leader.

 

DIFFERENT THEORY OF PLAY THEORY OF PIAGET

 

Piaget divided the play into three-level.1)sensory-motor play 2) Symbolic and representational play 3) game with the rule. 

sensory-motor play: is the play between the infancy and 2nd year age. We can consider playing in this stage repeating and varying motion, mastery motor skill, having pleasure by the touch, sight and sound. I could felt this from one age child from my home. When I ran into him he will go back, when I return to back he will come to my side. I repeated these two types, he did this with pleasure. Even I got tired he will force me to do that. If I didn’t ready to do that, he would cry. When we are making the sound by beating the table, he would laugh and imitate us.

 

Symbolic representation: The play between 2nd age to 6. it is a time that gets new experiences in their life. Children start to encode their experiences in a symbolic way eg; if child travel in a vehicle, he would imitate driving by using a plate instead of staring. 

Game with the rule : this is the age of school. A child might start social interactions and new experiences with friends. they set new form of play. The games of above 6 age child are totally different from below 6. shape of the game change to competition, setting a goal, play with group or team, setting several rules. Children could think objectively and solve the problem with these kinds of games. The play has a huge role in the transform of child infancy to adult. They were only sheltered under the caregiver, but eventually, they came to society and contact outside of the family. Gradually friends are being the most important person in the children’s life. These are growing through the behaviour of the play.

THEORY OF VYGOTSKY 

The psychologist Vygotsky describes the development of play with the “theory of the zone of proximal development”.ZPD help children to move from actual developmental to potential developmental level. Actual developmental level means children demonstrate the understanding and ability to use ideas and concept without the support of another person, the potential developmental level is ZPD. Children can develop their ideas and understanding with help or support of another experienced person. Children imitate those who are connected to things. It will help to develop their knowledge and new ideas and cognitive development. Vygotsky explained that when they play children are learning how to use psychological tools, particular rules and conventions through social interaction. The way of conversation and language which use for this will be different from daily language. Eg; children played as teacher and student in the class. In this game, they imitate the teacher how teacher behaviour in the classroom. And practise the role punishment. They were distinguished good and bad students. 

THEORY OF HERBERT MEAD 

identifying the self is an important thing in the developing human. “who I am” is able to identify through several experiences. Here mead explains the role of play in identifying the self. The game played by the younger children totally different from the elder’s game. Why this changes happening in the age difference that children start to think in a particular age that this game is not related to me, it’s the game of kids. And children think gender-based games also. When they plane to play with friends, they make a group which include a suitable person for them. Making those group is also a part of self-identification. While they play, they evaluate others and generalise the others. These also a part of self-identification.