Spirituality and Play

Laughter, fun and imagination are significant parts of children developing spiritually in early childhood (Rollins, Bolig & Mahan, 2005). At this stage, a child’s understanding so revolves around play that this comes into effect in their expressions of spirituality. This concept is not limited to organized religion, but is much more broad to include “activities that assist individuals to find meaning and purpose in life, to continue relationships and to transcend beyond the self” and can involve ”holding, comforting, and play therapy” (Rollins et al., 2005, p. 390). The spiritual growth and needs are not very recognized in young children as these are largely under researched (Hutchison, 2008) though it plays an intimate role in the development of a child.

Play allows children to learn mastery of skills and express ideas they may not be able to verbally (Rollins, et al.,2005). In situations when children are too shy or frightened to communicate with an adult (i.e. a doctor), puppets and dolls can act as a ‘transitional object’ that can give children the confidence to speak, in a fun way (Rollins et al., 2005). This is largely because children assign human like characteristics to dolls and are familiar with them (Rollins et al., 2005)

The role of play is especially significant to children in hospitals or with illness, because it provides them with the opportunity to forget their illness momentarily as a means of coping (Rollins et al., 2005). The following clip depicts the real-life story of Patch Adams, a doctor who recognized the humanity in patients, and resisted the organized institutional approach of caring for people. Patch Adams became well known for using play as way to connect with patients, improve their mood and spiritual health. Please pay attention to the smiles that born on the faces of young cancer patients.



According to Bailey “Joy is one of the spiritual strengths that enable people to survive –including the capacity to see the funny side of life” (Rollins et al., 2005). Therefore, children should be regarded as spiritually mature, rather than not yet spiritually awakened.

By: Tristan Dart

References
Rollins, J., Bolig, R., & Mahan, C. (2005). Meeting Children’s Psychological Needs Across the Health Care Continuum. Austin, Texas: Pro-ed.

Hutchinson, E. (2008). Dimension of Human Behavior: The Changing Life Course: Third Edition. London, United Kingdom: Sage Publications.

Klance1. (2006, November 20). Patch Adams Trailer. Retrieved from http://www.youtube.com/watch?v=bKQdKRC2DVs

Early Childhood Development: Negative Aspects of Play

By: Kitrina Fex

While most people think of play as fun, healthy and happy, there are aspects of play that can have negative impacts on early childhood development. At this stage of development, most of the negativity comes through the process of socialization and more specifically, from a child’s parent(s). At this age, parents are the primary source of socialization, so any form of play or interaction will come from them for quite sometime. Hutchison (2008, p. 154-155) believes that through play, a child develops the motor skills essential for physical development, learns the problem-solving skills and communication skills necessary for cognitive development and express the feelings and gain self-confidence needed for emotional growth. As you can see, play impacts a child’s entire being.

Play has a major impact on a child’s self-image. As part of a child’s socialization process, it is not just important how a child plays, but what that child plays with (Ostovich, 2010). Providing a child with toys that do not reflect their own image may create confusion regarding self-image. Since play has a great deal of impact on a child’s self image (Hutchison, 2008, p. 154), it would be of value to all children to be able to play with toys that are a good representation of that specific child.  Toys that are sold perpetuate a very strong status quo and support the norms within our society. Children are heavily influenced by the toys they play with, and in turn, can develop a stark image of themselves and how they should appear.  (video courtesy of www.youtube.com)

Socialization during this stage predominantly assists in developing our society’s definition of gender and from that, how each child plays and what that child will play with. From birth children are categorized into males and females. When boys are given toys, it is usually something associated with gender such as a G.I. Joe. Since self-image is partially developed through play, what a child plays with is very important. If you compare G.I. Joe’s muscle on the doll now versus 30 years ago, there is a tremendous change in size and muscle definition. If you were to proportion the doll to that of a human male, the males biceps would measure 26.5 inch thick (see YouTube video). This is an issue because the average male’s bicep is 13 inches (Joanisse, 2010a). This informs these children that this is what men look like and if you do not look like this, something is wrong with you and you must do whatever you need to do, to look just like it. The same situation is posed for a female child. She most likely would be given a doll, more specifically, Barbie. Barbie is the embodiment of gender stereotypes (Joanisse, 2010b). Barbie portrays an unrealistic image of woman that in real life does not exist. As you will see in the video and picture below, if Barbie’s measurements were proportioned on an actual woman, that woman would not be able to walk and her body would be extremely warped. These toys can do so much more harm than good.  Other toys split gender in the sense that most girl activities and toys are inside indicating that girls are to be quiet and contained whereas boys activities and toys are mostly played outside and indicate that are to be active and wild. The negative impact of this is that toys and types of play foster different traits and abilities in children—depending on the child’s sex (Joanisse, 2010c).

This video discusses G.I. Jones evolution

This video is a catchy song about all that 

is wrong with Barbie, enjoy!

A 45th anniversary doll that was proposed.
A true representation of an aging Barbie

While our group was putting this blog together, the most salient conflict in creating it was being able to completely separate the physical, emotional, mental and spiritual aspects from each other. We found that no matter what area we looked at, the other three areas had some form of impact.

  

Works Cited

Hutchison, E. (2008). Dimensions of Human Behavior: The Changing Life Course. Thousand Oaks, California: Sage Publications.

 

Joanisse, L. (2010a, November 22-23). Health and embodiment. McMaster University: SOCIOL 2Q06: Sociology of Gender.

Joanisse, L. (2010b, November 2). Agents of gender socialization: the family . McMaster University: SOCIOL 2Q06: Sociology of Gender.

Joanisse, L. (2010c, November 2). Agents of gender socialization: the family . McMaster University: SOCIOL 2Q06: Sociology of Gender.

Ostovich, J. (2010, October 25). Cognitive development. McMaster University: PSYCH 2AA3: Survey of Child Development.

Videos are all courtesy of www.YouTube.com 

The Impact of Play on the Mental Self in Early Childhood Development

By: Taylor Stevens    

      Decades ago, Benjamin Spock, as cited by The Children’s Centre (2010) stated that “a child loves his play, not because it’s easy, but because it’s hard.” He observed the intensity and concentration of children at play, and how play facilitates learning. In the decades since, researchers of child development have continued to explore the many ways play fosters brain development, including cognitive and social growth. “Play is so important to optimal child development that it has been recognized by the United Nations High Commission for Human Rights as a right of every child” (Ginsburg, 2007, p. 182). Play is an essential tool in healthy brain development.

 An example of children partaking in a game guided by rules for behaviour to successfully play.

      In early childhood academic contexts, play reinforces concepts such as literacy, mathematics, and science. Vygotsky, a theorist on social and cognitive development, emphasized the significance of representational play – from early childhood make-believe play to middle childhood schoolyard games – claiming that play was the primary factor in development (Berk, 1994). Vygotsky noted “in play, the child always behaves beyond his average age, above his daily behaviour … play contains all developmental tendencies in a condensed form and is itself a major source of development” (Berk, 1994, p. 31). Play advances children to higher levels of psychological functioning. Attributes of play have a significant role in development, these include: teaching young children to delay gratification in favour of self-regulated activities (e.g. waiting for a turn), develop socially acceptable behaviours (e.g. washing of hands), and the ability to differentiate thought from actions and objects (e.g. the use of a folded blanket to represent a baby). This development in thinking acts as critical preparation for the later development of abstract thought, it also develops the capacity to participate in mental planning and self-regulatory behaviour (Berk, 1994).

An example of a child acting out fantasy play.

      Cognitive development focuses on a child's development in the areas of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development (Preston, 2010, Lecture 4). Growing research on this topic suggests that play strengthens various specific mental abilities among young children. Play advances general intellect, enhances interpersonal skills and the ability to understand others’ feelings, promotes memory, encourages reasoning, and develops language skills (Berk, 1994). “As children engage in play talk, they often correct one another’s errors, either directly or by demonstrating acceptable ways to speak” (Berk, 1994, p. 34). Through play, a child’s vocabulary expands as peers introduce new words they have recently heard (Berk, 1994). Preston (2010) states that dramatic play is important to young children because it gives them the opportunity to practice adult roles, perform acceptable ranges of behaviour, and test societal relationships (Lecture 4).

Various types of type have different impacts on a child’s cognitive development. Preston (2010) explains that sensory play, such as splashing water or play dough, enhances sensory development. Play with motion, such as jumping or skipping, assists in the development of large motor skills. Rough and tumble play, such as play fighting, allows young children to learn the limits of their bodies, release energy, and practice skills with aggression. Lastly, play with language, such as rhyming games, allows children to experiment with rhythm and cadences, playfully manipulating sounds, patterns and meanings. (Lecture 4). 

 An example of children participating in sensory play and play with motion.

Examples of play which contribute to the essential elements of cognitive development: problem solving, spatial abilities, organization abilities, mental planning, mathematical abilities, and evaluation (Berk, 1994).

 

 Here is a video that further explores Vygotsky's theory on the significance of play in cognitive development. Enjoy!

References

Berk, L. E. (1994). Vygotsky’s Theory: The Importance of Make-Believe Play. Young

Children, (50)1, 30-39. National Association of Education of Children.

Ginsburg, K. R. (2007). The importance of play in promoting healthy child development

and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.

Preston, S. (2010). Lecture 4: Our Physical Selves [PowerPoint Slides]. Retrieved from
            https://avenue.cllmcmaster.ca/d2l/lms/content/viewer/main_frame.
            d2l?ou=44187&tId=518752

The Children’s Centre. (2010). The Children’s Centre. Retrieved from

http://www.tccmaine.org/tcc-philosophy.html

All videos are courtesy of Youtube

The Impact of Play on the Physical Self in Early Childhood Development

By: Jennifer Jacks

                Play within early childhood serves to advance development from all aspects. One area of development which is directly affected by play is the physical development.  Different types of play can stimulate the progress of a variety of physical abilities including fine motor skills, strength, and coordination.



Playgrounds, which are available for use within many communities and school settings, offer children the opportunity to play creatively in a variety of ways which develop strength, balance, and coordination.

As children encounter a variety of experiences they experiment and are challenged which in turn leads to further development, “Through play, children develop the motor skills essential for physical development” (Hutchison, 2008, p. 154). The recognition of this research has lead to the action taken by caregivers. According to Howes (1995), within child care settings “puzzles and other manipulatives” (p. 2) are used in order to, “exercise fine motor skills and spatial coordination.” (p. 2).



In this photo you see a doll which offers the opportunity for children to develop a variety of fine motor skills in their play. From tying a shoelace, to zipping up zippers, to learning to use buttons, these types of toys allow for experimentation and development.



Strength and coordination can also be acquired through exploration of movement and recreational sport in early childhood. Within development children become increasingly mobile. Preston (2010) discusses children developing their mobility from being able to crawl, to being able to walk, run, jump, and skip. These skills can be developed more quickly by participation in games which allow the children an opportunity to be challenged and to practice specific skills. Some of these games which improve strength and coordination might include hop scotch, duck-duck-goose, jump rope, obstacle courses, and soccer. Through these types of experiences we discover the capacity of our own bodies and learn to enjoy movement (Preston, 2010).

 

In this video (Vegaconnection, 2008), a 2 year old demonstrates his fine motor skills which have been developed through his play with a soccer ball.

According to (Ginsburg, 2007, p. 183), “play builds active, healthy bodies”. Ginsburg (2007) also discusses that play also increases physical activity levels. Ginsburg (2007) continues on to highlight the importance of play being child-driven. Child-driven play allows the child to make discoveries of their own, and promotes ideal development (Ginsburg, 2007). Without the opportunity to play and explore, children could potentially suffer delayed or underdeveloped physical development skills. The positive aspects of play on physical development are clear and inevitable. Play is a vital component of healthy early childhood development.

In this video clip (eHow(a), 2008) Dr. Donna Williams demonstrates that encouraging you children in specific types of play at different stages through development can increase their strength and fine motor skills.

As is discussed in the video above (eHow(b), 2008), parents can stimulate their child's psysical development by challenging them to use specific skills in their play.

                                                              References

eHow(a) (2008, December 14). Playing with a baby through development: How to play with a 12-month-old baby [Video file]. Retrieved from  http://www.youtube.com/watch?v=4J1i9IRL-5E&feature=player_embedded
eHow(b) (2008, December 28). Stimulating a baby's physical development: How to sitmulate a 12-month-old's physical development [Video file]. Retrieved from http://www.youtube
       .com/watch?v=4J1i9IRL-5E&feature=player_embedded
Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182.

Howes, C. (1995). Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care* 1. Early Childhood Research Quarterly, 10(4), 381.

Hutchison, E. (2008). Dimensions of Human Behavior: The Changing Life
       Course. Thousand Oaks, California: Sage Publications.

Preston, S. (2010). Lecture 3: Our Physical Selves [PowerPoint Slides].
       Retrieved from https://avenue.cllmcmaster.ca/d2l/lms/content/viewer/
       main_frame.d2l?ou=44187&tId=516763

Vegaconnection (2008, August 19). 2 year old soccer phenomenon [video file].
       Retrieved from http://www.youtube.com/watch?v=lPvWfPIj-qQ&feature=
       player_embedded

The impact of play on emotional development in the Early Childhood years

By: Samantha C.
    
    Hutchinson (2008) states that, "through play, children develop the motor skills essential for physical development , learn the problem-solving skills and communication skills fundamental to cognitive development, and express the feelings and gain the self-confidence needed to emotional growth" (p. 155). Play can help children develop much of their emotional self by exploring their fears , anxieties and views on self image. In addition, it contributes to a child's cognitive development.  Finally, it allows children to connect with their interests that promote positive experiences. 

        William Corsaro (2005) states that, young children use imaginary or dramatic play to cope with fears (Hutchinson, 2008, p. 156). Play in early childhood allows for children to develop an opportunity to have control over their emotions and feelings. An example could be when a child dresses up as a superhero to cope with their feelings of being small in a big world (Davies, 2004, in Hutchinson, 2008, p. 156). Furthermore, children fear that they do not measure up to adults so therefore use toys to fight this notion.  In preschool, children are told they are not allowed to take toys home so they take small toys, such as toy cars, that they are able to fit in their pockets (Hutchinson, 2008, p. 156).  Self image is strongly prevalent in play.  Toys that are sold perpetuate a very strong status quo and support the norm. Children are heavily influenced by the toys they play with, an in turn, can develop a stark image of themselves and how they should appear.  For more information on this see the section discussing the negative influences of play.

      Play provides many opportunities for cognitive development in early childhood.  Cognitive development is an important part of the emotional development of children aged 3-6. Cognitive development focuses on a child's development in the areas of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development (personal communication, Sandra Preston, September 2010). According to Hutchinson (2008) children develop unique and complex language categories for group play that further language developing and logical thought processes (p. 156). Play with books can also facilitate cognitive language development and thus these types of play are called learning play (Meek, 2000, in, Hutchinson, 2008, p. 156). Here are some examples of learning play style books: 
 

Examples of pretend play or mimicking play:

The following video, Pretend Play and Early Childhood Language Development, explores some of the concepts discussed surrounding cognitive development and language skills associated with play and make believing.  It also touches on the idea of coping with fears of the real world but mimicking them.  Children who dress up as mommies and daddies are trying to become like the adults of society to gain control over themselves.  Play allows for exploration of a subset of the real world, and gives children the opportunity to experience what it feels like to be a "big person." (video courtesy of www.youtube.com)

The following links provide journal and news articles on this subject:

http://www.timesofmalta.com/life/view/20101121/features/power-to-the-children

http://www.catalyst-chicago.org/arch/09-96/096snaps.htm   read: Progressive preschool 

 

 

References

Hutchison, E. (2008). Dimensions of Human Behavior: The Changing Life
       Course. Thousand Oaks, California: Sage Publications.

Preston, S. (2010). Lecture: Our Emotional Selves [PowerPoint Slides].  

The Power of Play

Not to worry there is no sound on the video for the first 30 second or so

This is a really useful documentary that explores the power and influence of play on early childhood development. This is only the first part of the video but it gives a great overview.  For the other parts of this 6 part mini series please visit www.youtube.com and search The Power of Play.

By: Samantha C