Each of the following charts is intended to further your understanding of classical and modern play theories. Review the chart, then answer the question(s) which follow.
Table 7.1 Classical Theories of Play
Theory
| Description
|
Surplus-Energy Theory
Friedrich Schiller
Herbert Spencer
| Friedrich von Schiller (1759-1805) saw play as both physical and mental, describing it as surplus energy that we use to explore our creativity on our route to higher level spiritual thought. Hebert Spencer (1820-1903) similarly argued that play was a means of expending energy. This theory was criticized largely because it did not explain why children continued to play even when they were exhausted. It is also now understood that our energy does not accumulate or deplete in this way.
|
Recreation Theory
Moritz Lazarus
| Moritz Lazarus (1824-1903) contended that when work diminishes our energy, play serves as a means to restores this energy. However, if this theory were valid, it would follow that adults would play more than children because they work more.
|
Recapitulation Theory
Stanley Hall
| Stanley Hall’s (1844-1924) theory of recapitulation was based on evolutionary theory. That is, children progress through a series of stages and each one corresponds with evolutionary stages. In so doing, they shed primitive and instinctual skills. He believed in the importance of play in fostering discipline, control, and morality in children.
|
Practice or Pre-Exercise Theory
Karl Groos
| Groos (1861-1946) argued that play was necessary in order for children to practice or strengthen the skills that might be needed when they become adults. For example, rough-and-tumble play or roughhousing prepares them for defending themselves.
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While each of these classical theories has been discounted, we still see vestiges of each in modern practice. Read each example and identify which classical theory of play it might illustrate and why:
Scenario A: At the beginning of the school year, the kindergarten teacher is working to teach the children how to be together in the classroom space. She reads picture books on this topic and discusses appropriate social behaviours. Every day she has scheduled a free play period where the children are encouraged to play collaboratively, share materials, take turns, and interact with one another.
Scenario B: Every hour and a half, the teacher has scheduled “brain breaks” where the children engage in freely-chosen physical activity and play to help them focus on their seat work in class.
Scenario C: The teacher schedules outdoor play time immediately after the children’s nap or rest period.
Scenario D:The teacher has been introducing games with rules to the children to replace their usual outdoor play activities---climbing on play structures, wrestling, etc.
Table 7.2 Modern Theories of Play
A number of modern theories explore play from either a psychodynamic perspective or a cognitive perspective. Psychodynamic theories explore the connection between children’s play and their social-emotional development while cognitive theories considered the role of play in children’s cognitive development. The following table provides an overview of Sigmund Freud’s and Erik Erikson’s psychodynamic theories. Subsequent tables in the next section further describe the work of cognitive theorists such as Jean Piaget and Brian Sutton-Smith.
Theory/Theorist
| Description
|
Sigmund Freud
| Sigmund Freud (1856-1939) believed that play serves an important function in allowing children to work through negative experiences or events. Children express their emotions through their play and thus adults gain insights into their inner feelings.
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Erik Erikson
| Erikson conceived of the individual’s social-emotional development as progressing through a series of eight stages through the lifespan. Play allows children to develop social competence and is tied to various stages. For example, in the third stage, initiative versus guilt, children begin to learn more about who they are and imitate adults, especially in their play. Children are developing sense of responsibility and pride in their accomplishments and work to meet goals.
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