CHAPTER I1 THEORETICAL OVERVIEW 2.1.0 MEANING OF PLAY 2.2.0 PLAY AND INORK 2.3.0 DEFINITIOPIS OF PLAY 2.4.0 PLAY THEORIES 2.5.0 DEVELOPMENTAL SEQUENCE OF PLAY 2.6.0 GENDER DIFFERENCES IN PLAY 2.7.0 PLAY AND CULTURE 2.8.0 PHYSICAL PLAY 2.9.0 FANTASY F'LAY THEORETICAL OVERVIEW 2.1.0 Meaning of Play Different philosophers and psychologists have propounded different theories of play and provided different definitions for the word 'play'. Play is a term so loosely used that its real significance is apt to be lost. According to Hurlock (1981),in its strictest sense, play means any activity engaged in for the enjoyment it gives, without consideration of the end resLlt. I t is entered into voluntarily and lacks tn external force or compels. 2.2.0 Play and Work In the growth and dev~lopmentof a n individual, play has been identified as a pervading significant factor which acquires prominence in the field of education. Historically, the earliest Lttempt to define play was to differentiate it from work. E:arly writers thought that while work is goal-directed, play is aimless and useless (NCERT Publication, 1964). This view has been azcepted by the scholars and they assert that play activities and its tierivatives have always been an essential part of the educational programme. Hurlock (1981) differentiates "workn from "play". Work is an activity towards an end while ill play, the end result of the activity is of little or no importance. Any activity that is directed towards an end other than enjoyment cannot be rightly called play. The enjoyment aspect cf play, thus is an essential element of play. But a t the same time, play as a vehicle of learning received acceptance during the first quarters of the 20& century. Medows (1986) notices the distinction between work and play. 'Play' is seen a s voluntary and not obligatory. Voluntary activity is seen a s free, absorbing, spontanecus, enjoyable, not serious and done for oneself. 2.3.0 Definitions of Play Elmar Mitchell and Bernad Mason have gathered many of the definitions of play traditionally used. These include the following Schiller : The aimless expenditure of exuberant energy Froebel : The natural unfoldirig of the germinal leans of childhood. Scencer: Superfluous actlonz taking place instinctively in the absence of real actions . . activity l~erformedfor the immediate gratification without regard for ulterior benefits Lazarus: Activity in itself free, aimless, amusing, or divefing. Hall: The motor habits and spirit of the past persisting in the present Gross: Instinctive practice, uithout serious intent, of activities, that will latter be essential to life. Seashore: Free self-expressior just for the pleasure of expression. Dewey: Activities not conscioilsly performed for the sake of any result beyond themselves. Shand: A type of play directed a t the maintenance of joy Dulles: An instinctive form of self-expression having an emotional escape value. (Spodek, 1982) To conclude, Bailey and Wolerg (1984) cited Weisler's and Macall's review of several definitions of play and offered the following. Play consists of behaviours and behavioural sequences that are organism dominated rather than stimulus dominated, behaviours that appear to be intrinsically motivated and apparently performed for "their own sake" and that are conducted with relative relaxation and positive effect. According to Frost and Klein (1979) the characteristics of play are: (1) play is active, (2) play is spontaneous, (3) play is fun, (4) play is serious and play is linked to exploratory work/play behaviours and to learning. Spodek enumerates the features of play behaviours a s those which ~nclude. 1. Play is intrinsically motivated and not governed either by appetitive drives or social demands. 2. Play is characterised by a.ttention to means rather than attainment of specific goals. Goals are self-imposed and play behaviour is spontaneous. 3. Play occurs when objects are familiar. I t follows exploration of unfamiliar objects. Children impose their own meanings on the activity and internally control it. 4. Play is related to instrumental behaviour. They can be non-literal. 5. Play is free from externally imposed rules and the rules of play that do exist are not iron clad. 6. Play requires that its participants be actively engaged in the activity. 2.4.0 Play Theories Play perhaps is the: most authentic expression of child's behaviour which today hias gained phenomenal importance and sophistication. It has been subject to a wide range of criticism and evaluation. Several theories have been proposed u p since then. Early scholars of the late 1800 and 1900 stood the common ground that play was natural to a human organism and that it fulfill the biological needs of child's develop men^. Table 2.1 Theories of Play Theories Reasons of play Surplus Energy To dischzuge the natural energy 01' the body Renewal of Energy (G.T. W. Patrick) To avoid boredom while the natural rnotor functions of the body are restored I (H. Spencer) / Recapitulation (G.S. 1 Hall) To relive periods in the evolutior~aryhistory of the human species. Practice for To develop skills and necessary for as an adult. Psychoanalytic (S. Freud, A. Freud, E. Erickson) To reduce anxiety by giving the chilc, a sense of control over the world and a n acceptable way to express forbidden impulses. Greatest benefits Physical 1 ! I 1 Physical ! I Physical, Intellectual / Emotional, Social I I I Cognitive (J. Bruner, To facilitate general cognitive Intellectual, Social J. Piaget, B. Sutton- development to considerate Smith) learning that has already i taken place while allowing for the possibility of new learning ! in a relaxed atmosphere. i I 1 Arousal Modulation (D.E. Berlyne, G. Fein, M.J. Ellis) / Neuropsychological I (0 Weloninger, D. F'i&erald) /I To keep the body a t an optimal state of arousal. To relieve t~oredomand to reduce uncerta~nly 1 To integrate the modes of / information processing carried I out by the right and the left j cerebra. hemisphere. Emotional, Physical Intellectual, Physical ; I (Hughes et. al., 1996) 1 Herbert Spencer Herbert Spencer propagated surplus energy theory. This theory postulated that a quantity of energy is supplied to an organism which it uses for its survival. When an organism is left with excess energy, it tends to engage in play activities. Herbert Spencer believed that play is carried out for the sake of the immediate gratifications involved without reference to ulterior benefits (Smith and Lowie, 1998). But this view has been criticized by theorists like G.T.W. Patrik. which he argued that play is He propounded the Relation Theory in 3 means to replenish the extended energy through the involvement in a relaxing activity. Although the views of Spencer and Patrik cannot be ruled out it does not reveal the true implications gf play as a primordial expression unique to children. G. S. Hsill explained play in relation to primitive activities of organisms. He thought that play was a means for children to work through primitive atavisms, reflecting our evolutionary past. The function of play was thus cathartic in nature, and allowed the 'playing out' of those instincts that characterized earlier human history. Though Hall's Recapitulation Theory attracted interest, it was not supported by scientific evidence and therefore not beyond the reaches of unfalsifiability. K. Gross The German philosopher K. Gross exposition was that play is a prior experience for all future mature behaviours. But again the theory lacks comprehensiveness and is not supported by scientific evidence. All these theories lack precision and evidence. At the same time they succeeded in focusing children's play a s the central theme of childhood educational programmes. Freud Twentieth century theories attributed psychological significance of play over the physical. The Psychoanalflc Theory propounded by Freud stressed emotional social benefits of children's play. For Freud play is primarily anxiety objective a s well a s instinct-reducing mechanism. Freud considered play as a cathartic activity, allowing children to master difficult situations The child can use fantasy play situations to act out adult roles gaining a feeling of mastery that allows him to cope with reality situations. The child can use play to act out personally painful occurrences and to master the pain by coming in grip with it in the fantasy of i2e play situation. Further, W a s and Diarle (2000) are of the opinion that Freud genuinely attributed the first psychological functions to play. Children, he said, need play because t:ney do not have more sophisticated and logical ways of dealing with anxiety producing events. Children repeat everything in play that they cannot deal within life, and in so doing they change from being pass:lve victims of their situation to becoming active master. These conflictive actions, Freud said, take on such patterns in play a s wish fulfil!.ment and compensation. Erikson Woods (1998), disagreeing with Freud, points out that play is a means to build up child ego or sense of self through a variety of physical and social slulls. F'lay enhances self-teaching, as the child often attempts to organize and master to think and plan through the medium of "playlng out". Further, Erikson argued that children are partners with their futures in play because play seemed to serve a s a metaphor for their lives. When children grow up, their adult life style will get implicit in their childhood free play. It disappointment. IS through play that they learn to deal with Cognitive Theorists like J. Bruner, S. Sutton Smith and J. Piaget regarded children's play as a11 instrument of cognitive development. Bruner Smith and Lowie (1988) emphasize Bruner's suggestion that play in the advanced mammals, and especially in human children, serves both as practice for mastery in skills, a s an opportunity for trying out new combinations of behaviour in a safe context. Bruner, clearly influenced by Gross and Vygotsky, noted that the increased dominance ol' play during immaturity among higher primates serves a s practice of the technical social life that constitute human culture. Sutton Smith Along with Bruner, Siltton Smith maintained that play helps children to solve problems in a stress free situation which later enables them solve complex problems. Jean Piaget Spodek opines that the most celebrated among the Cognitive theorists is J. Piaget. Piage:t believes that the development of the human intellect involves t.wo related processes: assimilation and accommodation. According tz~Piaget, play is a way of taking the out side world inside and manipulating it to so that it fits a person's present organisational schenles. A s such, play serves a vital function in the child's developing intellect and remains, to some extent, as always present in behaviour. But Piaget does not consider play as equal to intellectual development. For him intellectual development takes place through adaptation, which involves both, accommodation and assimilation, and yet play retains its character after a period of consolidation. Woods (1998) has emphatically pointed out that Piaget considered play to be characterized by the primary function of assimilation over accommodation. The child incorporates events and objects into existing mental structures. A s the child evolves through cognitive developmental stages there is an equivalent manifestation in play behaviours. First, sensory motor play is practice play involving repetitious actions, which gri~duallybecome purposive. When language and representations emerge, the child is able to play symbolically. However this is a solitary affair directed initially towards self, and is a simple ability, for instance, to pretend to go to sleep out of the context of reality. Soon, the child will move from this self-reliance to other reference, eg. he or she will put teddy to sleep. This is followed by the ability to use objects symbol:~cally,e.g., a peg serves as a substitute for a doll. Finally the child is able to make sequential combinations i.e. a whole play-scene. Socio-drzmatic play is evident between four and seven years, when the child e-?gages in pretend play with others. Play thus moves from purely individual, idiosyncratic, private process and symbols to social play and collective symbols. A s play is about assimilation, pretend play serves to enable the child to relieve past experiences, rather than to create possible future ones. Cognitive theories have been contrasted by cultural anthropological orientation represented by Vygotsky. Fromberg (1993) has observed that for Vygotsky the value of play is related to both cognitive and affective development through the fulfillment of child's needs, incentives to act and motivations. The maturing of new needs and new motives for action are a dominant factor in development. Through play, children satisfy certain intrinsic needs. In order to understand play, we need to understand the special character of these need inclinations, incentives and motives. This links with Vygotsky's ideas about learning and inotivations. Through play children are motivated to learn and henc,? the learning that occurs in meaningful context becomes a spur to further motivation and hence to further learning. Vygotsky considered play a s a leading source of development in the preschool years and considered pretend play as a means to liberate the child from situational constraints. The child's capacity for representational thought now allows a greater variety of cognitive activities and thus a greater range of exploration. Children can now play more complex ways than ever before, including elements of fantasy and re-enactment. (Gallotti, 2001). Vygotsky considered that the developmental course of play is characterized by the changing relationship between imaginary situations and rules in play. In free play, children create an overt imaginary situation with rules. These are sometimes implicit and sometimes explicitly negotia.:ed a t the onset of play or during the development of play sequence. Children establish rules about roles, proper actions and behaviour. They are to a large extent dependent on the play context and are the preconditions of successful experiences (Fromberg, 1993). Play for Vygotsky is mainly role play and he was concerned with ~ t function s a s developmenta activity. He regarded play a s the leading source of development in tht: preschool years, but not the dominant form of activity. Vygotsky discussed play a s arising from social pressures, i.e. social and emotional needs For Vygotsky, play is always a social symbolic activity. Even when a child plays alone, there will be implicit socio-cultural themes, eg., toys are cultural inventions and role play entails socially constructed rules for behaviour and interaction. Vygotsky believed that solitary play was a later development than social play, and that genuin'z play emerged a t about 3 years of age. Genuine play has two ma111 characteristics, namely the imaginary situation and the rules implicit in that imaginary situation. Woods has highlighted Vygotsky's opinion that it is through play that the child creates the 2ofi.e of proximal development. In play a child is always above his average age, above his daily behaviour: 'in play it is a s though he were a head taller than himself.' Through these words Vygotsky argued that in play children's actions and behaviour are influenced by contexts and situational constraints (Fromberg, 1993). Arousal Modulation theorists like D. Berlin, G. Fein and M.J. Ellis consider play as a drive in the central nervous system of humans to keep our bodies a t optimum level of arousal. At extremely high or low arousal levels a persor. is uncertain or confused. To keep the arousal a t optimum level, hcman beings explore the environment. But when the environment does not provide adequate stimulation, the child resorts to play a s an alt:ernative. Lessle In modem times, thir.kers like Lessle found pretend play a s a means whereby a child develops knowledge about his or her own and other peoples' thinking or in other words Metacognition. Weiner and Fitz Recent studies in human behavioural genetics have shed light upon an interesting question of biological factors influencing children's play. Wiever and Fitz Gerald prove that symbolic play is the function of integration of both functional and asymmetrical human brain. The left hemisphere processes information in analytical, conceptual and abstract ways and is mainly responsible for verbal functioning. The right hemisphere controls nonverbal, specific, affective and perceptual sides of human behaviour. The right hemisphere dominates the preschool years. On the contrary the left hemisphere excerts concrete influence during the late childhood. An integration of both these spheres, which happens a t a later stage prepares the background for heightened interest in symbolic play. While engagmg in play children may continuously change their play routines and explore various possibilities and gradually come to understand the conceptual significance of plays they experiment with and acquire functional understanding. A s understanding is attributed to the left hemisphere, in ;I nutshell, Neuro-Psychological theorists view play a s the function of integration-one which is perceptual, physical and structural and Ae other abstract and conceptual. 2.5.0 Developmental Sequence of Play The examination of children's play explicates several stages of evolution both structural and its essence. In the first year children's play is sensori-motor in structure and function. By the end of the first year it turns out to be discriminative representational in play modes. This lateral development includes decontextualized behaviour, self-other relationship, object situation and sequential combination. At the end of the decontextualized behaviour the child demonstrates familiar behaviour plainly without the use of objects. It takes the help of several objects by the middle of second year, which of course, is the beginning of' the second mode of play: self other relationship. Bonstain has rightly pointed out that during early childhood, play progresses in sophistication, as it moves from sensory motor exploration though non-s!rmbolic activities and eventually to expressions of pretense. At that point, children engage in acts that may be detached from real objects, and they enact experiences and events through symbolic gesture. Child's play a t the enc. of twelve months is centered around its own body. But play acquire!; the merit of other orientation, the other being essentially inanimate objects of availability. Between 20 and 30 months the other becomes active representation where in which the child acquires the ability to identify one object with that of the other (object substitution), whicli later becomes the basis of social development of the individual. In the view of Kohen (1960) the play of a little child a t first is essentially individual and non-social, though the two-year-olds will probably be interested in wa~chingthe play of others. A child of three shows progress in this direct~ona s the amount of ground play steadily increases in the years that go by, if the companionship of other children is freely offered. In the words of Lissa (1939), during the pre-school years, the child's play is of three main ypes (1) Active physical play by means of which the child co-ordinates and gain control of his body and its complicated mechanisms; '2) Play concerned with investigation, exploration and manipulation, that leads to mastery of materials and creativity (3)Imaginative or dramatic play of the "Let's ponetend" sort into which fantasy frequently enters. Beginning in early infancy, children manipulate objects, usually small ones, for reasons that have nothing to do with biological needs like hunger, thirst and warmth. During the second year these manipulations often get rep]-oduced a s acts that children have seen adults perform, such as talkmg on a telephone or drinking from a cup. These are early instances of :symbolic acts. Rutter and Norman 11990) fsund that a n interesting change occur in the second year of child's life. At this time children begin to replace themselves with toys as active agents in play. For example, a child may put a toy bottle tc a doll's mouth rather than to her own, or place a toy telephone, beside a n animal's head rather than her own. The role of these toys has changed. Instead of being mere participants in the development of child's sensori-motor schemes, they act as symbolic agents in a play a s the child invents and directs. Piaget described a developmental sequence from practice play, through symbolic play, to g,ame with rules, while acknowledging that these were overlapping stages. Thomas(1996) rightly emphasized that Piaget based his taxonorny of play on his theory of cognitive t each stage of development certain development and argued t ~ a in types of play become predominant. Thus in the sensori-motor stage (the first two years of life) practice play is common. This consists of repetition of patterns of movement or sound, beginning with sucking and babbling and finally developing into reacting with the environment in ways in which activities are varied systematically and their effects monitored. After the second year, the child moves into the preconceptual stage with ability to master symbolic functions. Games reflect this change by play becoming synbolic-games of make believe. This is exemplified by the child's usc: of objects a s things different from their apparent intention. Children also begin to place themselves in symbolic relationships with the external world. Smilansky postulated a fourfold sequence; from functional play (similar to practice play), to c:onstructive play then dramatic play and finally game with rules (Smith and Lowie, 1988) Bailey and Wolerg (1984) has rightly pointed that the conclusion of Sutton-Smith that though different levels of play predominate a t different ages, each type of play follows a sequence in its own right, cutting across infants and preschool children. Sutton-Smith identified four modes of children's play (excl- ding social play). These include imitation - copying the behaviour of others, exploration - finding out what can be done with things and how they work, prediction - testing assumptions about the effects of behaviour, and construction - putting things together. It is true that the sequence of play interests never vary. Different types of play follow one another, reach other peak, and fade out to be replaced by the next in Nature's well-ordered succession. This sequence is closely related tcl general development. 2.6.0 Gender Differences in Play A close examination of different studies asserts that there exist traditional stereotypes in mde-female play preferences. Elkind and Weiner (1978) asserted that a child's awareness of his sexual role and sexual stereotype develop quite early. By the end of the third year most boys and girls know what :sex they are and understand the major aspects of stereotyped sex-role behaviors. Even a three-year old child can correctly identify picture:$of clothing, toys, tools and appliances a s to whether they belong to men or women. These subtle differences in play activities are evident in the types of play children are engaged in. While females take interest in sedentary constructive behs~viour,males are explicit in gross motor activity. In the opinion of Holfinan, and Softparis (1988) around the age of three boys becomes more proficient than girls a t play that requires strength such a s throwing ZL ball for instance, but three-year old girls are more skillful a t most act~vitiesthat do not require power. Given the facts that gmder differences affect play preferences, it would be seen a s a hallmark of emerging cognitive skills. It becomes pronounced in the type of play and play materials used. Boys engage in such modes of play a s i~dventures,rough and tumble play, group play and constructive play. Girls often exhibit their play preferences a t house keeping, cooking, cleaxing etc. According to Bee (1985) one of the first areas in which we see the child's classification skil. is in gender identity, which begins to be seen at about two and a hz.lf or three years. Noticing whether other people are boys or girls, and what toys boys and girls play with, is itself the first step in the long chain of sex role learning. So the preschooler's emerging cognitive skill lies a t the root of her gender concept a s well. The same view has been expressed by Rutter and Norman (1990) and they are of the opinion that children's behaviour is sex typed very early. By age two children select toys and activities that fit sex stereotypes. Some investigators believe that sex differences in play are socially conditioned by the toys and rewards children are given. Usually, girls receive dolls and other house keeping materials and are rewarded for playing with lhem. Boys usually receive construction materials, trucks, cars, and so forth, and they are rewarded for playing in "masculinen ways. This widespread and persistent sex difference in preschool play is not exogenous to the famiky set up. Even within the same family, sex becomes a prior factor. In this connection Lissa (1939) writes, "sex too influences the choice of 3. brother and sister of the same age will play with different things in the same environment, the girl probably choosing doll play and the boy play with engines or motor cars." This way of gender stc:reotyping of preschoolers is much more traditional. Lissa (1939) has :maintained that gender differences in play are related to cultural condition and adult intervention. This factor becomes transparent in the behaviour of children exposed to non stereotyped models. Frost and Klein (1979) have also indicated that sex difference?;in children's play appear early in life and may be attributed in large part to culturally determined adult expectations. In brief', in play boys and girls show a definite sex-typed ~nterestfrom the early preschool years onwards. 2.7.0 Play and Culture There are two factors - culture and adult intervention, which exerts overwhelming, influence to evolve distinctive patterns of play preference in preschool children. In this context Seefeldt and Galper (1990) opine that cultural influences are significant irk how children play, what they do, with whom, where it is done, and how adults intervene. Children living in a distinctive cultural set u p exhibits selective patterns of play culture and cognitive development, intricately woven with that culture. Play itself can be viewed a s characteristically bi-functional. Hughes et. al. (1996) argues that children's play is found in virtually every culture in the world, but there is much variety in the amount of play, and the complexity of the games children engage in. The study of play in any particular culture provides u s with much information about the nature of the cu1tu:-eitself. According to Berk (195j7) culture shapes environment in which children's interaction and p:ay activities take place. Cultural beliefs about the importance of play also affect the quantity and quality of peer associates. The effect of environment, its physical and cultural aspects a t home, in the community, etc:. are important in determining the ages at which children reach cemain stages of their development and the particular skills which they may develop (UNESCO Publication, 1976). The impact of culture 'on the development of the individual may easily be perceived. Each fanlily has a particular culture. Each society wants to maintain its partitzular culture. The individual comes into direct and immediate contact of the family, because he is born and nurtured into it. So its culture leans its inevitable impact on him (Chaube, 2003). The cultural-anthropo:.ogical orientation contends that play functions a s "accommodativr: behaviour in advance of development". Lev Vygotsky's zone of proxirrlal development suggests that play serves a s a symbolic bridge or pivot between objects and thoughts. 2.8.0 Physical Play Children a t preschocl years meet their unique needs by appropriating different play situations. Every child develops physically, mentally and emotionally a t varying depth. Physical play is the l ~ a s i sof Neuro-Muscular development of children. Mohanthy (1998) observes the importance of active play. At nursery or lundergarten or ;at home, the early years of childhood are very active years of life. The child poses a natural urge to play i.e. to apply his budding powers a:nd abilities in a variety of ways to explore himself and his environment. The application of mere physical force help the children to achieve both fine and gross inotor control through their play activity. Rosalind and Worth (:1000) visualizes play a s a rigorous activity. It begins around the end of the first year when children are able to move about at will, peaks around a t four or five years of age, and gradually declines during the primary grades. Sobut and Neuman (1991) classified motor skills into two types: fine motor skills, which invtAve small muscles and gross motor skills which involve large muscles Most fine motor skills relate to the hands. They usually include finger dexterity and the coordination and speed of the finger muscles, wri!it flexibility, and the coordination of the hands with eye movement Activities designed to build these skills include building with blocks, stringing beads, cutting with scissors, doing finger plays, lacing, l~uttoningclothes, printing, and colouring. Gross motor skills include ~ u c hbasic abilities as balance and posture, and strength and coordination of the muscles so that the child can walk, run, s h p , catch a bal and climb. Shickedang et al (1993) propounded that the preschooler's center of gravity gradually moved down to the abdomen, providing a more secure base for balance and locomotor activities. They assert that the control of fingers and th~ecoordination of movements take place through skills such as cutting, drawing, galloping, hopping, skipping etc. The advantages of out-door play to the development of neuro muscular co-ordination IS best facilitated by setting u p such environments which provide children with adequate physical contexts. Hughes et a1 (1996) emphasise the importance of physical context of play. The type of materials or objects in the play environment can also influence how young children play. Wills (1958) also asserts the importance of physical context of play. Nursery school and kindergarten enrollees need many types of physical exercise. They also need opportunities to use a variety of large muscle and other play equipments. Added to this view, Spodek (1985) demanded for such equipmental totality for out door play activities. Outdoor play activities and equipment should alloTw opportunities for climbing, running, jumping, riding on large pieces of equipment and digging. Another dimension of physical play of preschoolers is roughand-tumble play. According to Berk (1997) rough-and-tumble play is a form of peer interaction involving friendly chasing and play fighting that, in our evolutionary Fast, may have been important for the development of fighting skills. According to Morrison (1997) all children, to a greater extent, engage in rough-and-tumble play. One theory of play says that children play because they sue biologically programmed to do so; that is, it is part of children's and adults' genetic heritage to engage in play act~vities. At the preschool period play fighting seems distinct from serious fighting a t least in the greater majority of cases. The former is carried out with friends, who often slay together after the episode. The latter is often not between friends, in~olvesdifferent facial expressions and the participants usually do not stay together after the encounter. 2.9.0 Fantasy Play Most of the psychologists and educational thinkers have proposed that a large amount of time on pretense activities play an important role during preschool years. Fantasy play blossoms during these years. According to 2aporozht:ts and Elkonin (1971) the emergence and the formation of one of the rlost basic psychological processes can be observed in the preschool child, namely, imagination or the ability to form new representations or1 the basis of previous experience, which allows for the planning of future action. Montessori (1959) opi.les that the mind of the child does not limit itself to the objects. They can see their qualities, but goes beyond this, showing imagination. Accordingly, children in play visualize a table a s a horse, a chair, a fairy land etc. Different psychologists have coined different terms for imaginative play. A s used in the study, the term equates to that of 'fantasy play'. Frost and Klein (1979) enumerate a variety of terms that are used for the flights of imaginz.tion occurring in children's play, such a s make believe play, imaginative play, fantasy play, pretend play, and symbolic or dramatic play. Fantasy play is a process in which children engage themselves in imagined situations. Pretending is the basis of this kind of play. Moore and Kilmer (19i3) are of the view that pretending is the striking characteristic feature of much of the play of young children. Children in the nursery s c ~ o o lcan be observed pretending to be mothers, babies, ferocious animals, store keepers, cows, boys or anything else that occurs to them. According to Smith ancl Lowie (1988) the onset of fantasy play is visible even from the child's 12-15 months of age. The earliest pretend play tends to involve the child directing action towards himself. Early pretend play also depends heavily on realistic objects - actual cups, combs, spoons, etc or very realistic substitute objects. Children a t the beginning imitate through gestures of the action of other persons and movement of inanimate moving objects and develop to gestural representations of specific objects. Pretense play which commences a t about one year is not the same in all stages. Changes take place in children's play as their cognitive skills develop. Smith and Lowie (1988) sequence those changes a s decentration, decc~ntextualisationand integration. Imagnation and imaginative skills have a definite role in symbolic play. This is the period in which child uses symbols in play. Between the ages three and six, children become much more skilled in playing pretend ro:.es. They can give roles to an increasing number of dolls or figures and they can coordinate their role with an increasing number of real players. Massen and Janeway expounded the relationship between fantasy and reality. When children pretend, they transform objects (e.g. Sofa = train) or invent them out of vacuum (e.g. the ticket). With age children become increasingly free from the actual properties of objects, although they often use toy objects in realistic ways,as for example, a toy telephone is ulsually used as a "real" telephone. Piaget ascribes this 11s representational thinking, in which children are able to think about the world even when they are not experiencing it directly and they start to use symbols to represent things. In symbolic play systt:matic assimilation takes the form of a particular use of semiotic (symbolic) function - namely the creation of symbols a t will in order to express everything in the child's life experience that cannot be formulated and assimilated by means of language alone. The nature of symbolic play is imitative, but it is also a form of self-expression with only the self a s the intended audience. There is no intention of communicating vrith others. In symbolic play, the child, without constraints, constrccts symbols (which may be unique), inventions, that represent anything he or she wishes. There is a n assimilation of reality to the st-lf rather than the accommodation of the self to reality. Sharma (1985) signifies the importance the relationship between fantasy and play when he maintains that imagrnation and fantasy grow during pre-school stage: through play. Pre-school children very often adopt imaginary companions or playmates to indulge in play activities, when left alone. These may assume any form, human or animal, male or female. The imaginary mate gives outlet to his hostility and aggression. Read and Patterson (: 980) claims that fantasy and reality are often confused in young children's thinking. What they think appear true to them, whether or not it is true in reality. Children need help and time to make the distinc:tion between reality and fantasy without having to reject their fantasies. Vygotsky reaffirms the view of Read's and establishes that the child a t play operates with meanings detached from their usual objects and actions. However, a highly interesting contradiction arises in which he fuses real actions and r e d objects. This characterises a transitional nature of play; it is a stage between the purely situational constraints of early childhooc and adult through which the child can be totally free of real situation. The imaginary situation of any form of play already contains rules of behaviour, although it may not be a game with formulated rules laid down in advance. The child imagines himself to be the mother and the doll to be thr: child and so he must obey the rules of maternal behaviour. Mohanthy (1998) has explicitly stated that their interest in personifying and potraying past experiences, television plays and adult activities would not be governed while they are being guided to reach real implications of the symbolic play. Vygotsky contents tha': symbolic play used by children is a n essential link for associatirlg abstract meanings and the related concrete objects. In other words, concrete objects are substituted by imaginary play materials. Symbolic play when repeated is useful in allowing the child to conceive meanings independent of the objects that may represent them. (Husen and Postlchwaite, 1994). It is often seen a t any stage that fantasy in symbolic play is dramatic. Dramatic way is one of the basic ways in which children can bring out their talents for s,tructuring life. It is to be noted that children's play with symbols :-ather than reality will not deviate from the sense of mastery of the sul~ject. A s a result of this dramatization of r e d 86 imaginary events, imitation of different role modt:ls get a close correspondence that exists between inner & outer stimulus in the outdoor environment (Lissa, 1939). In dramatic play the ch .ld develops concepts of his own sex role. He tries out numerous social roles and increases his depth of understanding of many other roles. He begins integrating the rules of society. Brand (1968) views that the full range of feelings and emotions are expressed and experienced as and when the child plays with others in dramatic play. Thus he knows joy and sorrow, affection, anger & pressure, satisfactioil and dissatisfaction. Finally he learns to know himself as a person. Kolumbers (1983) substantiates the fact that dramatic play gives them a n opportunity to explc~revarious roles, often of adults or people who are important in their lives. All areas of a child's gn~wthcan be stimulated by dramatic play. Briefly, dramatic play cont-ibutes to development of the mental, physical, creative, social and emotional components of the child's being. The child's dramatic roles expand as his world broadens. The child integrates concepts from every area into the imaginative play he develops. Language skills, so cnlcial in concept formation, are called for and practiced in dramatic play. Many dramatic roles request fast, rugged action which fosters good health and physical stamina. Make believe play provides another excellent example of the development of representation during the pre-operational stage. Like language, it increases dramatically during early childhood. Piaget believed that through pretending, children practice and strengthen newly acquired symbolic schemes (Berk and Winster, 1996). Children apparently hegin with symbolic transformations that are suggested to them by the objects themselves and move towards a higher degree of thought i n their make-believe use of objects and enactment of situations. Their use of objects becomes secondary and optional a s they are capable of planning and sustaining a make-believe episode with mental representation alone. Moreover, the child does not merely imitate actions which she has seen adults do but she is pretending to be the adult. Symbolic transformation of object situations and roles can even be shared by several children a s the development of imaginative play activity reaches a high level. In compliance with Spodek, Berk and Winster (19951, see makebelieve play a s the major means through which children extend their cognitive skills and learn a b m t important activities in their culture. Vygotsky's theory and findings that support it tell us that providing a stimulating environment is only part of what is necessary to promote early cognitive development. The above review of theoretical constructs emphatically convey that play has a unique influence which shapes not only the characters of a child but his life a s a =,hole. Imaginative play or fantasy play is exerting greater influence thrs3ugh which they develop symbols thereby facilitating better language acquisition. Through play, child can assimilate the imaginations characteris:ic and mental features operations. of concrete These mental objects by operations contribute itself for the development of symbolic language, the primordial of which is expressed in symbolic play. Symbolic plays generate acquisition of cultilre in relation to the specified cultural setting. Thus the problem under investigation assumes greater importance in the context of cultural settings and associated free play activities in which children are engaged.
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