Play, is it the frivolous work of childhood?
If we consider Bob Hughes' (play theorist and activist) "Taxonomy of Play Types" in which he outlines 16 types of play, we can only marvel at its true complexity:
If we consider Bob Hughes' (play theorist and activist) "Taxonomy of Play Types" in which he outlines 16 types of play, we can only marvel at its true complexity:
social, socio-dramatic (refers to play involving acting out
scripts, scenes, and characters), rough-and-tumble, exploratory, object,
creative, communication, deep, recapitulative ( reflecting on actions and
giving new form and meaning), symbolic, fantasy, dramatic, imaginative,
loco-motor, mastery and role play.
How many of these do children engage in during the course of
a day ?
What is the role of the teacher in this complex
process?
Teachers must be keen observers. This does not imply that they
should sit idly by waiting for play to happen. They must be master facilitators
who make play ( thoughtfully planned, rich in context) possible. This type of
teacher nurtures mastery in play. She also understands that environment must
support
spontaneous play, initiated by children, so they may
construct their own knowledge, test theories through trial and error, engage in
discourse, respect opinions, and change the course of their actions for new
results.
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