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| Tabula Rasa: each child is born as a blank slate |
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| First to specify that play is good and desirable for children |
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# Enlightenment thinker
* linked play with the mind and thinking, as a source of creativity
* acknowledged the value of play for recreation and identifying aptitudes |
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| The things we do when we grow up are through the teaching of others and the experience of others. Experiences contributed to the child's health and spirit. |
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| Saw play as a necessary part of childhood. Children are players by nature, pursuing their imaginative fancy for the pleasure that it brings. |
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| Play had an important role in improving attitude, aptitude, and physical well-being. |
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| Also an enlightement thinker like Locke |
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Reason and creativity (music & poetry)
Play is the basis for the arts and morality |
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| Adult play (imagination or free play of the mind) is the context in which knowledge and reason operate. |
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| Play drives us to pursue knowledge |
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# Never linked play to activities, play goes in the head
* we have no clue what his play looked like |
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| Takes his idea from Kant, and went a step further |
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| "Surplus energy"- play is energy left over after work is completed |
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| Physical play can be sports/festivals that involve the use of excess physical energy |
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| Symbolic/dramatic play was expressed through the arts. Play is our route to higher level creativity and spiritual thought |
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# We play to relive our genetic past
# Play gets the primitive past out of the child’s system |
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| # Recapitulation theory: each organism recreates the evolution of the species during its development |
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# The 5 genetic stages
* Animal (climbing & swimming)
* Savage (tag, hide, & seek)
* Nomad (pet care)
* Agriculture (digging, construction)
* Tribal(team, games, sports) |
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| Though Wrong, He started the study of stages |
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# Child centered curriculum: based on interest, not society
# Creating communities through play |
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| Using play to promote democracy |
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| Play is progress towards adult forms |
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| Play is about problem solving. |
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| Play is a setting where we create narrative |
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| Play is an opportunity to practice activities in a safe setting. |
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| Play is preparation for adulthood |
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| Play leads to ZPD and scaffolding |
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| Learning precedes development |
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| Based on ability to imagine and to follow and understand social rules. |
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0-3 no play
3-7 symbolic play
7-12 games with rules |
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| Play is a wish fulfillment: we have desires that we cannot actually fulfill so we act them out through play |
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| The way kids play isn't necessarily what they know, it may be the way they wish things would be. |
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| Nativist theory of language learning. |
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| Language is learned innately through a Language Acquisition Device (LAD) : used to understand the rules of the language. |
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| Also looked at language and play, building off of Bateson and Garvey. |
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| Language during play serves social functions for creating play groups, including children's efforts to exclude others from play. |
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| Patterns of play talk reveal who has power in the group and what is relative social status of players. |
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| Children communicate to create a shared "as if" world |
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5 types of talk/signals
1. preparatory
2. Explicit Directions for pretend
3. Within pretend talk (enactment)
4. Negation of pretend
5. play signals |
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