A child plays and the development is interdependent. A play encourages the child’s healthy development and the development of physical and mental abilities of the child intensifies the play quality. Because of that, if we want to promote the development of a child, we should understand children’s play. But, understanding children’s play isn’t so simple. If we want to understand children’s play, we must be familiar with children’s motivation, needs, abilities,… Also, we should know utilities of children’s play, features of children’s play according to their age, etc.
Anyhow, for better understanding children’s play, knowing types of children’s play is also very important. In pedagogical literature, 4 types of children’s play are the most common. Here are examples and explanations of each type of play.
1. Functional play
Functional play involves a child’s performing certain functions of its body, toys or things those it mastered. This type of play is the first play in children’ lives and the only play activity in babies. For example, a baby plays functional play putting its foot fingers in its mouth.
The most common functional plays are motoric activities. Examples of functional plays also can be: jumping on one foot, walking backwards, turning on and off the TV, playing voices, etc.
2. Imitative role play
Playing an imitative role play, a child shows the reality in its own way.
Children start to play it from about 18 months of age. In the beginning, this type of children’s play is simple, as part of joint activities with adults. One of the most common imitative roleplay is “feeding”. Holding the spoon, a child feeds other people or themselves by simple hand movements. Later, about from 24 months of child’s age, imitative role plays start to be more complex. In this case, a child feeds other people or themselves also using a napkin to wipe mouth, talking during play, etc. Also, imitative role plays are games of illusion, drama games, fiction (a girl swings baby, a child plays a doctor or a teacher, ..), etc.
All activities of adults that a child observes and understands may become the subject of this type of play. Your task is to encourage a child to play it. You should provide a space, time and toys. The most important, express your interests for play and participate in it.
3. Constructive play
A constructive play includes activities in which a child shapes, builds on a material to achieve a specific goal. The result of these activities doesn’t have to be something functional always, as in the case of sewing clothes for the baby, bedding, and the like. They can be played without any idea and end result. The known constructive plays are playing leggings when the child shapes those objects as a model of a real object.
4. Games with rules
This type of children’s play include those games in which all players must respect certain rules. Often, children constitute rules during play, so plays without rules became games with rules. Also, the huge number of plays have completed rules that are passed from generation to the generations in the certain cultures. These games include dominoes, chess, “Ring of Roses”,…
Through these games, children become aware of the importance of respecting the rules. Children should play by the rule to win the reward given by the goal of the game. In this way, a sense of the system develops. Also, these games encourage children’s responsibility, perception, intelligence, communicative abilities, social traits, such as tolerance, empathy, responsibility, sense of belonging to a group,…
4 types of children’s play: the final advice
Obviously, plays are children’s jobs. If you combine the play with education, no matter what kind of play it’s, the educational process will become an integral part of the child’s life. This is especially important for younger children. Toddlers and pre-school children learn by sensory exchanging with the environment. This exchange is mostly accomplished through the play and it should be used for pedagogical purposes. Because of that, you should direct the child’s exploratory activities in the cognitive direction, to learning emotional competencies, cultivating social relations, and encouraging all aspects of development.
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