1) Give a complete definition of “play” and explain the three types of play.
Play is a dynamic, active and constructive behavior –is a necessary and integral part of
childhood, infancy through adolescence.
• Free play: children have as many choices of materials as possible to play. Children
can choose how to use materials –within bounds- classroom or house rules.
• Guided play: the teacher selects materials from which the children may choose in
order to discover specific concepts. Materials are selected according to teacher’s
goals.
• Directed play: teacher instructs the children in how to accomplish a specific task.
2) What does it mean that “play is personally motivated” and “play is active”?
Explain and give an example.
Motivated play: Play activities are chosen by the students, they define what and for how long
they will play. Children achieve internal goals and always enjoy playing.
Active play: They are active participants in play activities. Play does not always involve
physical activities children think.
organize, plan, and interact with the environment in an active way.
3) What does it mean that “play is often nonliteral” and “play has not extrinsic
goals”? Explain and give an example.
They can use their imagination.
Children can be whatever they decide to be, even if it is not real.
Promotes creativity.
Important thing of the activity is the process.
They achieve their own goals and depends on the activity they are playing.
Some goals for the same activity can be different because each child set his/her own goals.
4) What does it mean that “players supply meaning to play” and “play has not
extrinsic rules”? Explain and give an example.
Kids attach or give meaning to the materials according to the context.
Imagination is used.
The rules of the game/play episode can be negotiated.
Rules are not fixed.
Can change the rules.
Need to accept the rules.
5) Give a complete definition of “social play” and mention the levels.
Social play is a type of play that involves interactions and engagement with others. It is
characterized by the presence of social elements and can occur at various levels:
Solitary play: Children play on their own
Do not pay attention to what other are doing
Children are concentrated in their own play episode
Sensorial play
Functional play (touch, put in the mouth, make noise, through, shake, hit…)
0 to 1 and 1/2 years
a) Onlooker Play: At this level, a child observes, and watches others play but does not
actively participate. They may be interested in what others are doing but remain on the
sidelines without engaging directly.
b) Parallel Play: In parallel play, children play side by side with others but do not
necessarily interact or collaborate. They may use similar toys or engage in similar activities,
but their play is not coordinated.
c) Associative Play: At the associative play level, children start to interact more actively
with each other. They may share materials, exchange ideas, and engage in informal
cooperation, but there may not be a strict structure or organization to their play.
d) Cooperative Play: Cooperative play is the highest level of social play, where children
actively collaborate, plan, and work together to achieve common goals. It involves organized
group play and often requires communication and teamwork.
6) What are the characteristics and differences between “solitary play” and “onlooker
play”? Explain and give an example.
Parallel play and onlooker play are two different stages of social interaction among children:
- Parallel Play: Parallel play occurs when children play alongside each other but do not
engage directly with one another. They may use similar toys or engage in similar activities
but do not coordinate or collaborate. An example is two children sitting side by side and both
drawing pictures, but without sharing or interacting regarding their drawings.
- Onlooker Play: Onlooker play is when a child observes others play without actively
participating. They may watch and show interest in what others are doing but do not join the
play. An example is a child sitting nearby and watching their friends build a sandcastle at the
beach without getting involved in the activity.
8) What are the characteristics and differences between “associative play” and
“cooperative play”? Explain and give an example.
Associative play and cooperative play represent two levels of social play:
- Associative Play: Associative play involves children playing together in a more interactive
manner than parallel play but without formal organization or specific roles. They may share
toys, exchange ideas, and cooperate informally. An example is children playing with building
blocks and occasionally exchanging pieces and ideas.
- Cooperative Play: Cooperative play is the highest level of social play, characterized by
organized and coordinated play with specific roles and goals. Children actively collaborate,
communicate, and work together to achieve common objectives. An example is children
playing a team sport like soccer, where they follow rules, take on distinct positions, and
cooperate to score goals.
9) What are the types of “play with objects” according to Piaget & Inhelder (1969)?
Explain “Practice play or functional play” and “Symbolic play” types and give an
example of each.
According to Piaget and Inhelder (1969), there are two types of play with objects:
- Practice Play or Functional Play: This type of play involves repetitive actions with objects
to explore their physical properties and functions. For example, a child repeatedly stacking
and unstacking blocks to understand balance and stability.
- Symbolic Play: Symbolic play is characterized by using objects to represent something
else or engage in imaginative role-play. For instance, a child may use a cardboard box as a
spaceship and engage in pretend play as an astronaut.
10) What are the types of “play with objects” according to Piaget & Inhelder (1969)?
Explain “Games with rules” and “Games of construction” types and give an
example of each.
1. **Games with Rules**:
- **Description**: Games with rules involve activities where children follow predefined
and explicit rules. These rules can be simple or complex and often have a social aspect, as
they require interaction and cooperation with others. Children must adhere to the rules and
understand concepts such as taking turns, following instructions, and respecting the
boundaries set by the rules.
- **Example**: A classic example of a game with rules is "Hide and Seek." In this game,
one child hides while the others close their eyes and count. Then, the children search for the
hidden child, following rules like not looking while the counting is happening and taking
turns being the hider and the seeker. This game teaches social skills, such as cooperation and
fairness, and cognitive skills, such as understanding and following rules.
2. **Games of Construction**:
- **Description**: Games of construction involve activities where children create or build
something using objects, often with a focus on spatial relationships and problem-solving.
These games encourage creativity, imagination, and the exploration of physical properties
and possibilities of objects. They allow children to experiment, design, and test their ideas.
- **Example**: Building with building blocks, like LEGO, is a classic example of a game
of construction. Children use the blocks to construct various structures, such as buildings,
vehicles, or imaginary creatures. They must plan, arrange, and assemble the blocks to create
their desired designs. This type of play fosters fine motor skills, spatial awareness, and
logical thinking, as well as allowing children to express their creativity.
11) What is “sociodramatic play”? Give a complete definition and an example.
Sociodramatic play, a small group, is a type of play where children engage in imaginative and
cooperative activities that involve role-playing, storytelling, and pretending to be characters
or participants in various scenarios. In sociodramatic play, children create fictional worlds,
take on roles, and interact with each other to act out different situations. This type of play
helps children develop social and cognitive skills, creativity, and language abilities.
Example: A group of preschool children decides to play "doctor and patient." They assign
roles to each other, with one child pretending to be the doctor, another as the patient, and
others taking on roles like nurses or family members. They use toy medical equipment, like
stethoscopes and bandages, and engage in dialogue where they diagnose illnesses and provide
treatment. Through this sociodramatic play, they practice cooperation, communication, and
problem-solving skills while using their imaginations to create a medical scenario.
12) Explain Vygotsky’s concept of “Play creates the child’s zone of proximal
development”. Give an example.
VYGOTSKY ON PLAY
• Vygotsky understands play as a behavior in which toddlers begin to use objects in
imaginary situations and label the actions with words.
§ For example: using a spoon to bang on a table is not a game but using a spoon to feed a
teddy bear is play.
Vygotsky believes that play is extremely important in the child’s development in three ways:
§ Play creates the child’s zone of proximal development
§ Play facilitates the separation of thought from action and objects § Play facilitates the
development of self regulation.
Teachers can use the concept of zone of proximal development (ZPD) from Vygotsky to
determine the child’s progress toward mastery of skills
• Vygotsky (1978) proposed that there is a range or zone between what the
child can or cannot do:
• Cannot do àZone of potential development
• Can do with assistance à Zone of proximal development
• Can do independently à Zone of real development
• Teachers observe children to determine where the child’s progress lies in the ZPD
• Teachers observe the child work to determine the level of competency in playing,
drawing, cutting, writing, reasoning...
13) Explain Vygotsky’s concept of “Play facilitates the separation of thought from
action and objects”. Give an example.
In play, the child can pretend that a block is a car; this separation of object from meaning is
critical to the development of abstract thinking.
Example: In symbolic play, a child might use a cardboard box as a pretend car. They can
imagine driving the car, make engine noises, and engage in conversations as if they were in a
real vehicle. This play demonstrates the separation of thought (the child's mental
representation of the car) from action (pretending to drive) and objects (the cardboard box).
Through this process, children develop symbolic thinking, which is essential for later
cognitive development.
14) Explain Vygotsky’s concept of “Play facilitates the development of self-
regulation”. Give an example.
• In developing self-regulation, children in play are required to make their behavior
match the role they have accepted. For example, a child playing “cook” cannot stop
cooking.
Example: In a game of pretend restaurant, children take turns being the customer and the
waiter. They need to wait their turn patiently, follow the rules of the game, and manage their
excitement or frustration when playing different roles. This play scenario helps children
practice self-regulation by controlling their impulses and emotions within the context of the
game.
15) Explain the development of play behaviors in the “infancy”. Give an example.
Play behaviors in infancy are characterized by sensorimotor exploration, where infants use
their senses and physical actions to interact with the world around them. During infancy, play
includes activities like reaching for and mouthing objects, exploring textures, and making
basic cause-and-effect discoveries.
Example: An infant might play with a soft, textured toy by touching it, squeezing it, and
bringing it to their mouth to explore its taste and texture. This play helps them develop
sensory awareness and early motor skills.
16) Explain the development of play behaviors in the “preschool”. Give an example.
Play behaviors in preschool typically involve more complex and imaginative activities.
Preschoolers engage in various forms of play, including sociodramatic play, constructive play,
and symbolic play. They begin to engage in make-believe scenarios, create art, and build
more elaborate structures.
Example: A preschooler might engage in sociodramatic play by pretending to be a superhero,
complete with an improvised costume and imaginary adventures. This type of play allows
them to use their imagination and creativity to create complex narratives and roles.
17) Explain the differences of playing at home and playing at school. Compare and
explain 4 characteristics.
Playing at home and playing at school can have distinct characteristics:
- At Home:
1. Informal Setting: Play at home often takes place in a more relaxed and unstructured
environment, allowing children to explore freely.
2. Familiar Materials: Children may have access to familiar toys and objects they use
regularly.
3. Family Involvement: Play at home may involve family members, such as parents or
siblings, who participate or supervise.
4. Fewer Peer Interactions: Depending on the family size and dynamics, children may
have limited opportunities for peer play at home.
- At School:
1. Structured Environment: Play at school is often organized within a structured classroom
setting with designated play areas.
2. Diverse Materials: Schools may provide a wider range of educational materials and toys
for various types of play.
3. Peer Interaction: School settings encourage social interaction and peer play, promoting
cooperation and communication skills.
4. Teacher Guidance: Teachers may facilitate, and guide play activities, creating learning
opportunities.
18) What are the characteristics of the “observer and elaborator roles” of the
teacher while children play?
- Observer: The teacher observes children's play activities closely to understand their
interests, developmental needs, and interactions.
- Elaborator: The teacher may intervene or extend play by adding new materials, asking
open-ended questions, or encouraging children to explore further. The goal is to support and
enhance the learning experience.
19) What are the characteristics of the “modeler, evaluator and planner roles” of the
teacher while children play?
- Modeler: The teacher may actively participate in play to demonstrate new ideas, skills, or
problem-solving strategies for the children.
- Evaluator: The teacher assesses and reflects on children's play behaviors and progress to
inform future planning and adjustments.
- Planner: Based on observations and evaluations, the teacher plans and prepares play
activities that align with the children's developmental goals and interests.
20) What are the benefits of play at school? Explain and give examples.
Benefits of play at school include:
- Cognitive Development: Play supports cognitive skills such as problem-solving,
creativity, and abstract thinking. For example, building with blocks enhances spatial
reasoning.
- Social and Emotional Growth: Play fosters social skills, teamwork, and emotional
regulation. Cooperative games teach children to collaborate and manage emotions.
- Language and Communication: Play provides opportunities for language development,
storytelling, and vocabulary expansion through dialogue and imaginative play scenarios.
- Physical Development: Active play activities improve gross and fine motor skills.
Climbing, running, and drawing all contribute to physical development.
- Creativity and Imagination: Play encourages creativity and imaginative thinking as
children invent scenarios, roles, and stories.
Example: In a school setting, a group of children engages in a cooperative art project where
they collaborate to create a mural. This activity promotes teamwork, creativity,
communication, and fine motor skills development.
21) What do teachers need to consider when selecting materials for play?
When selecting materials for play, teachers should consider:
- Age-Appropriateness: Ensure that materials are suitable for the children's developmental
level and interests.
- Diversity and Inclusivity: Include a variety of materials that reflect different cultures,
abilities, and backgrounds to promote inclusivity and diversity.
- Safety: Choose materials that meet safety standards and do not pose any
Chapter 1
22) What is “big body play”? Give an example of that type of game in
Kindergarten/Primary Ed. –pages 5&6
"Big body play" refers to physical play activities that involve children using their whole
bodies to engage in active and energetic play. An example of this type of game in
Kindergarten/Primary Education could be a game of tag, where children chase each other
around a designated area, running, and dodging to avoid being tagged.
23) What are the types of “big body play”? -
• Tag and flee
• Flee and chase
• Grab and roll
• Run and grab
• Lunge each other with open palms
24) Why “big body play” is essential for young children? -page 7 and 11 (do not include
pages 8 to 10)
"Big body play" refers to active, physical play experiences that involve gross motor skills
and movement. These activities often take place outdoors or in larger indoor spaces and
include running, jumping, climbing, swinging, and other forms of physical exertion.
Physical Development
Sensory Development
Social and Emotional Skills
25) What are the most common misunderstandings about big body play? Pages 11-14
Oftentimes, facilitating adults doubt the validity and appropriateness of big body play for fear
of fighting, escalation, agitation, and injury. Adults may misinterpret big body play as
aggression, when the reality is that about one percent of play-fighting leads to real fighting.
Maybe they are fighting but they are playing.
26) How can you distinguish big body play from fighting? What policies can you
introduce as a teacher to prevent the risks of this type of play?
Big body play and fighting are distinct activities among young children in a kindergarten or
similar environment. Big body play is generally non-aggressive, exploratory, and supervised,
while fighting involves aggression, intent to harm, and often requires intervention and
guidance from adults to ensure the safety and well-being of the children involved.
As a teacher, it's important to strike a balance between allowing and encouraging physical
play, including big body play, while also ensuring a safe and respectful environment for your
students.
1. Supervision: Always maintain active supervision during playtime to ensure that rough
play remains safe and within acceptable boundaries. Be attentive to the children's
behavior and intervene when necessary to guide their actions.
2. Establish Clear Rules: Develop and communicate clear rules and expectations for
physical play, including big body play. Make sure students understand the boundaries
and consequences of breaking those rules.
Chapter2
27)What are the benefits of “play” and “big body play”?
Benefits of play and big body play:
- Physical fitness and motor skill development.
- Social and emotional growth, including teamwork and self-regulation.
- Cognitive development, problem-solving, and creativity.
- Stress reduction and improved well-being.
28) What type of activities can teachers promote to make children have a vigorous
play?
Teachers can promote vigorous play activities by organizing games and activities that require
physical movement, such as tag, relay races, obstacle courses, dance, and outdoor sports.
29) Explain how Big Body Play helps the development of social-emotional skills.
Big body play helps the development of social-emotional skills by:
- Fostering cooperation and teamwork as children engage in group activities.
- Teaching self-regulation as children learn to control their impulses and actions during
play.
- Promoting empathy and understanding of others' feelings through interactions and
conflicts that arise during play.
Chapter 3
30) What is the difference between “risk” and “hazard”? Why it is important for
children to assume positive risks?
- Hazard refers to a potential danger or harm, such as a sharp object.
- Risk refers to the likelihood and consequences of an event occurring. Positive risks are
those that provide opportunities for growth, learning, and development.
It is important for children to assume positive risks because they allow for growth, learning,
and the development of important life skills. Positive risks help children build resilience,
problem-solving abilities, and self-confidence.
31) What are the guidelines, rules or directions teachers should give students to
promote “big body play” and prevent risks?
- Establishing clear boundaries and safety rules.
- Encouraging children to communicate and resolve conflicts peacefully.
- Teaching children to recognize and assess risks independently.
- Providing supervision and support as needed.
32) How would you implement the rules o directions to promote “big body play” in
class?
Implementing rules or directions to promote big body play in class can be done by discussing
and demonstrating them with the children, incorporating them into group activities, and
reinforcing them consistently. For example, before starting a game of tag, the teacher can
gather the children, explain the rules (e.g., no pushing, no tripping), and demonstrate how to
play safely. Pictures also with instructions.
33) How can you support children who are socially rejected as a teacher in the
context of “big body play”?
- Foster an inclusive and supportive classroom environment.
- Facilitate cooperative games that encourage all children to participate.
- Provide opportunities for children to practice social skills, such as sharing and taking
turns.
- Offer guidance and support to help socially rejected children build positive relationships
with peers.
34) Explain three strategies for helping children to Big Body Play together. Give an
example of each.
1. **Provide a Variety of Play Equipment: **
- Strategy: Offer a diverse range of play equipment to cater to different interests and
abilities.
- Example: In a playground setting, provide swings, slides, climbing structures, and open
spaces for running and tag games. This variety allows children with varying physical skills to
engage in Big Body Play that suits their preferences and abilities.
2. **Structured Group Games: **
- Strategy: Organize and supervise group games that encourage cooperative play and
physical activity.
- Example: Organize a game of "Capture the Flag." Divide children into two teams and
designate a playing area with a boundary. Each team's goal is to capture the other team's flag
and return it to their side without being tagged by opponents. This game promotes teamwork,
communication, and physical activity, as children run, hide, and strategize together.
3. Encourage Free Play with Loose Guidelines:
- Strategy: Allow children to engage in unstructured Big Body Play while providing loose
guidelines for safety and behavior.
- Example: Create a play environment in a grassy field where children have the freedom to
run, jump, roll, and play games of their choice, such as tag or improvised obstacle courses.
While setting boundaries and safety rules, let the children use their creativity and social skills
to develop their games and adapt rules as needed.
