Importance of Play
Characteristics of Play
In looking at Wolfberg's educational approach to literacy through play, she has outlined several common characteristics of what play is in her book, Play and Imagination in Children with Autism (1997).
~ Play is pleasurable ~ Play involves attention to means over ends
~ Play requires active engagement ~ Play is flexible and changing
~ Play is voluntary and intrinsically motivated ~ Play has a non-literal orientation
~ Play is pleasurable ~ Play involves attention to means over ends
~ Play requires active engagement ~ Play is flexible and changing
~ Play is voluntary and intrinsically motivated ~ Play has a non-literal orientation
Theories of Play
Throughout time there has been several theories of the importance of play as a fundamental part of child development. Among these theories include several works that contribute to education developmental within a formal setting. These theories include:
Constructivist Theories: Jean Piaget and Lev Vygotsky
These two theorists view play as a self-initiated activity that helps a child developing in thinking and personal behavior. The affects of play can be seen in the gradual process of development as a child progresses through each stage. Play gives children a broader context of experiences and background which overall contributes to their intellectual development (Wolfberg, 1997).
Sociocultural Theories
In contrast to the constructivist theory of play, the sociocultural approach to play which is more of Vygotsky's central work on the subject, focuses on play as being something to share aspects of culture. This construct believes that play fosters a shared way to transform and understand skills, values and knowledge central to human culture. Vygotsky believes this viewpoint of play is "critical to the formation of the mind" (Wolfberg, 1997). Wolfberg writes, "Play culture applies to children of all ages (from early to middle childhood) and manifests itself in children's jokes, riddles, rhymes, songs, narratives, writing, drawings, creations, imaginings, collections, and rituals" (Wolfberg, 1997).
Although there are other theories of play, these two highlight the mentality behind play that is central to help students with autism in the classroom. As Wolfberg listed, there are a wide range of literacy activities that can be initiated through play. She references Gardner (1982), "The shift from playful action to linguistics play represents the discovery and realization of narrative structures, which later give rise to literary imagination." Students with autism struggle with social situations and through play these situations can be learned about and explored in a setting in which they feel comfortable. Lord (1995), writes in her essay Facilitating Social Inclusion, imaginative play can be used to facilitate background of a variety of social situations.
Constructivist Theories: Jean Piaget and Lev Vygotsky
These two theorists view play as a self-initiated activity that helps a child developing in thinking and personal behavior. The affects of play can be seen in the gradual process of development as a child progresses through each stage. Play gives children a broader context of experiences and background which overall contributes to their intellectual development (Wolfberg, 1997).
Sociocultural Theories
In contrast to the constructivist theory of play, the sociocultural approach to play which is more of Vygotsky's central work on the subject, focuses on play as being something to share aspects of culture. This construct believes that play fosters a shared way to transform and understand skills, values and knowledge central to human culture. Vygotsky believes this viewpoint of play is "critical to the formation of the mind" (Wolfberg, 1997). Wolfberg writes, "Play culture applies to children of all ages (from early to middle childhood) and manifests itself in children's jokes, riddles, rhymes, songs, narratives, writing, drawings, creations, imaginings, collections, and rituals" (Wolfberg, 1997).
Although there are other theories of play, these two highlight the mentality behind play that is central to help students with autism in the classroom. As Wolfberg listed, there are a wide range of literacy activities that can be initiated through play. She references Gardner (1982), "The shift from playful action to linguistics play represents the discovery and realization of narrative structures, which later give rise to literary imagination." Students with autism struggle with social situations and through play these situations can be learned about and explored in a setting in which they feel comfortable. Lord (1995), writes in her essay Facilitating Social Inclusion, imaginative play can be used to facilitate background of a variety of social situations.