Juego en el niño
Páginas: 9 (2195 palabras)
Publicado: 11 de junio de 2011
Correspondence Paul McArdle Fleming Nuffield Unit, Burdon Terrace, Jesmond, Newcastle upon Tyne NE AE, UK E-mail mcardlep@aol.com
Children’s play
Paul McArdle
Fleming Nuffield Unit, Newcastle upon Tyne, UK
Accepted for publication 16 May 2001
Abstract
This paper draws upon research from a number of disciplines to examine the significance of children’s play. It concludes that play maywell be central to normal personality development. However, its place in contemporary Western society is not secure, perhaps risking the development and well-being of urban and disadvantaged children in particular.
Child: Care, Health and Development ‒ © Blackwell Science Ltd
The symbolic play of preschool children has been described as ‘theprogressive internalization of actions . . . heretofore . . . performed on the sensorimotor plane’, and is said to be a form of learning about the external world through a process of assimilation (Piaget ). Similar mechanisms may also assist other aspects of development. For instance, Sroufe () has argued that fantasy play allows the child to ‘. . . express vital feelings in a controlled contextand by repeating experiences in varied symbolic ways, work through conflict and painful feelings . . . .’. As a consequence, ‘. . . a sense of mastery is gained through repetition’. Play is therefore ‘a major tool for emotional regulation’. Indeed, this regulatory function may be evident in even very young infants who, through playful social behaviour, influence the relationship between parent andchild and so their own emotional state (Trevarthen & Aitken ). It is likely that, at least in part, the therapeutic effect of play therapy derives from these learning and self-regulatory functions of play (Ablon ). In Piaget’s view, the form and content of play and the developmental sequence in which play unfolds are universal (Piaget ). Nevertheless, play may vary somewhat according totemperament (Thomas, Chess & Birch ), parenting practices, gender or culture (Bornstein et al. ). However, recent
McArdle • Children’s play
Child: Care, Health and Development ‒ © Blackwell Science Ltd
comparisons of the play of US and Chinese (Haight et al. ) or US and Argentinean (Bornstein et al. ) children have tended toconfirm that there are also substantial universal aspects to play. These are said to reflect ‘speciesgeneral developmental processes’ (Bornstein et al. ). It is likely that adult support is required for the normal development of early play. For instance, children with histories of secure attachment show a ‘richness in the quality of their internal fantasy lives . . . greater flexibility andcomplexity in their play with a greater range of emotional themes’ (Sroufe ). In contrast, in the presence of avoidant attachment, not uncommon in clinically referred children, play is ‘virtually unpeopled, a striking absence in the play of preschoolers’ (Sroufe ). As the child approaches school age, assuming otherwise normal development, social play with other children tends gradually to replacesolo fantasy play. This shift of the focus of play from reliance on parents to involvement of peers is seen among other social animals as well as older preschool children (Jones & Offord ; Pettit et al. ). However, the decline in adult involvement is only by degree: adult involvement in constructive activities such as sport facilitates play even into adolescence. However, play is alsodependent on brain maturation. For instance, the more complex and autonomous symbolic play of older preschool children requires normal language development for its full display (Casby ). In addition, for successful co-operative play with other children, the child requires not only mastery of earlier play skills and a degree of emotional self-regulation, but also the capacities to reflect before...
Children’s play
Paul McArdle
Fleming Nuffield Unit, Newcastle upon Tyne, UK
Accepted for publication 16 May 2001
Abstract
This paper draws upon research from a number of disciplines to examine the significance of children’s play. It concludes that play maywell be central to normal personality development. However, its place in contemporary Western society is not secure, perhaps risking the development and well-being of urban and disadvantaged children in particular.
Child: Care, Health and Development ‒ © Blackwell Science Ltd
The symbolic play of preschool children has been described as ‘theprogressive internalization of actions . . . heretofore . . . performed on the sensorimotor plane’, and is said to be a form of learning about the external world through a process of assimilation (Piaget ). Similar mechanisms may also assist other aspects of development. For instance, Sroufe () has argued that fantasy play allows the child to ‘. . . express vital feelings in a controlled contextand by repeating experiences in varied symbolic ways, work through conflict and painful feelings . . . .’. As a consequence, ‘. . . a sense of mastery is gained through repetition’. Play is therefore ‘a major tool for emotional regulation’. Indeed, this regulatory function may be evident in even very young infants who, through playful social behaviour, influence the relationship between parent andchild and so their own emotional state (Trevarthen & Aitken ). It is likely that, at least in part, the therapeutic effect of play therapy derives from these learning and self-regulatory functions of play (Ablon ). In Piaget’s view, the form and content of play and the developmental sequence in which play unfolds are universal (Piaget ). Nevertheless, play may vary somewhat according totemperament (Thomas, Chess & Birch ), parenting practices, gender or culture (Bornstein et al. ). However, recent
McArdle • Children’s play
Child: Care, Health and Development ‒ © Blackwell Science Ltd
comparisons of the play of US and Chinese (Haight et al. ) or US and Argentinean (Bornstein et al. ) children have tended toconfirm that there are also substantial universal aspects to play. These are said to reflect ‘speciesgeneral developmental processes’ (Bornstein et al. ). It is likely that adult support is required for the normal development of early play. For instance, children with histories of secure attachment show a ‘richness in the quality of their internal fantasy lives . . . greater flexibility andcomplexity in their play with a greater range of emotional themes’ (Sroufe ). In contrast, in the presence of avoidant attachment, not uncommon in clinically referred children, play is ‘virtually unpeopled, a striking absence in the play of preschoolers’ (Sroufe ). As the child approaches school age, assuming otherwise normal development, social play with other children tends gradually to replacesolo fantasy play. This shift of the focus of play from reliance on parents to involvement of peers is seen among other social animals as well as older preschool children (Jones & Offord ; Pettit et al. ). However, the decline in adult involvement is only by degree: adult involvement in constructive activities such as sport facilitates play even into adolescence. However, play is alsodependent on brain maturation. For instance, the more complex and autonomous symbolic play of older preschool children requires normal language development for its full display (Casby ). In addition, for successful co-operative play with other children, the child requires not only mastery of earlier play skills and a degree of emotional self-regulation, but also the capacities to reflect before...
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