All My Children

Victoria loves dressing up and playing in the home corner. She likes to choose the children who play with her and she always has to be the ‘mum‘. In fact, whenever she plays this she insists on being in charge and dominates the play. If another child attempts to exert any control, Victoria becomes upset and cannot accept the situation. She has, on occasion, used physical means like pushing the child away in order to make her feelings clear. Continue Reading »

Sean has to be seen to be winning at whatever he plays. This is especially obvious when playing more organised games such as lotto or snakes and ladders. If the game takes a slightly negative turn, e.g. if Sean’s counter lands on a snake and he has to go down it, he will often end up by leaving the table and refusing to play on. However, while things are going in his favour, he is able to complete the game. Continue Reading »

Andrew is happy to play with other children and has three boys with whom he particularly likes to play. As soon as the game becomes involved enough to warrant rules, e.g. ‘You are not allowed to get me when I go behind this tree’, Andrew seems to deliberately ignore the rules. Games almost always end in arguments. When an adult is setting out the rules of a table-top game, Andrew often ignores these, deliberately moving his counter in any way he sees fit. Although the adults end up barring Andrew from the games, he always makes a fuss about it. Continue Reading »

Harry is a popular boy who loves to be involved in all activities in the pre-school. He is a polite, well-behaved child who follows instructions and is confident. However, whenever there is a more physical or boisterous activity going on, Harry becomes quite out of control, very excited and appears not to be able to hear adults giving him instructions about expected behaviour. Continue Reading »

Lucy simply refuses to carry on with games if other children make suggestions which do not match her own. If Lucy’s rules are not adhered to, she finds it impossible to carry on with the game. Lucy often ends up in tears of frustration when she cannot get her own way and takes some time to recover her composure. Lucy has great difficulty accepting that she cannot always be first in line or the one who has done the ‘best’ painting. Continue Reading »

The adult asks the children to draw a picture of themselves in the middle circle and the people closest to them (i.e. those who live with them) in the second circle. In the third circle the children draw people they see most days (these could be neighbours, relatives, pre-school friends and staff etc.). The children draw people they sometimes see in the next circle (e.g. doctors, shopkeepers, the postman). A final outer circle could be added for the children to draw people who they rarely see (e.g. relatives living abroad). Children who find drawing too challenging can be provided with a jar of buttons to represent themselves, their famly and their friends. Continue Reading »

The majority of children settle happily into the early years setting — some take a bit longer than others and may go through a shy or tearful phase while others bounce into the room with confidence from day one. A lot depends on their experiences prior to joining your nursery or playschool. If they have already experienced playing with other children, have visited other people’s houses, been to the park and discovered the excitement and pitfalls of

Swings and slides and have learnt how to cope with sharing toys and games with brothers and sisters they will probably cope with most early years situations. Continue Reading »

Most adults find it easier to involve themselves directly in complex and adult games, like chess or baseball, than in play on simpler levels, such as stacking blocks or riding a hobbyhorse or toy car. Although the terms “play” and “game” are often used interchangeably, they are not identical in meaning. Rather, they refer to broadly distinguishable stages of development, with “play” relating to an earlier stage, “game” to a more mature one. Generally speaking, “play” refers to the young child’s activities characterized by freedom from all but personally imposed rules (which, unless the child is compulsive, can be changed at will); by freewheeling fantasy involvement; and by the absence of any goals outside the activity itself. Continue Reading »

Some characteristics of play cut across different ages. Play integrates brain functions and blends the rational and the imaginative, the intellectual and the emotional, the linear (logical) and the nonlinear (imaginative, intuitive, and aesthetic), the mundane and the creative. As a process, play serves as a lymphatic system that lubricates, transports, and transforms the transitions of one phase of understanding into another. As a product, play—especially sociodramatic play—enhances development in language, cognition, social competence, and creative fluency. Continue Reading »

How important such play is in establishing selfhood was demonstrated to me by an eight-year-old autistic girl. As often happens, the severe pathology of her case permitted observing a phenomenon also seen in normal behavior but as if it were under microscopic enlargement, or thrown into bold relief by a bright light. This girl had been virtually mute all her life. She completely rejected all efforts to reach her physically or verbally, and was unresponsive to all aspects of her environment. She resented all efforts to make contact with her; if one reached out to her actively, she responded with angry, terrified withdrawal. Continue Reading »