*Skills for Supporting , Enhancing & Expanding Children’s Play

Games?

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Have RulesEminently socialDevelops maturity among childrenConcept of winning becomes increasingly important.

*HUMOR?As an adult ?

As a child ?

*Adults don’t find the humor of young children very amusing vice versa.

*Children’s humor is very limited by their experience and cognitive dev’t. Humor for them is a social experience. It helps them define as a group.

*The use incongruity among

children will help adults

appreciate the attempts of

humor.

*INCONGRUITY*When an arrangement of ideas , social expectations, or objects is in incompatible with the normal or expected pattern of events.

Example:

The younger the child , the clearer the play signals. And it needs to be –laughter or a traditional joke opening such as “Knock, knock” If the incongruous statement is to be treated as a humor. Otherwise ,the child will ignore it r treat it w/ curiosity.

*Exaggeration

*It’s the enlarging of the story or motion so that it is beyond belief.

*Children also try to share their jokes with people whom they have close bond. Parents often are selected.

* Children laugh longer in a group than when alone.

*Developmental trends in children’s humor

*In 2nd years, the child simply pick up their parents shoe and use it as a telephone in mind-the-fantasy play it might to laughter.

*Calling or naming events, objects and persons to create incongruity.

*Take note adults must present to avoid distortion to provide clear play signals and avoid lower levels to absorb it as new information.

* Valuing children’s humor* adults who understand the developing child’s

humor listen attentively and smile and laugh at their jokes.

* Children frequently imitate humor from adults when they use simple exaggeration or incongruity.

*Humor among children is very important in social situations.

*It enhance the member’s position in the group, or increases morale.

*At the early phase the humor among children maybe ignored suppressed by adults.

*They will mature and participate in variety of social situations.

*Skills for Supporting , Enhancing & Expanding Children’s Play

1. Stand or sit near children at play

2. Pay attention to what children are playing and what they say and do.

3. Ensure the safety of all children .

4.Provide adequate materials & space for the number of children playing .

5.Provide quality playthings for all types of play.

6.Encourage exploration of materials.

7. Provide props , materials and the necessary information to create a variety of sociodramaticplay scenarios.

8.Provide venues for play.

Maximizing the play potential of the Materials Available1. Offer variety of materials to encourage exploration

and imagination.

2. Mix unrelated toys together and materials slowly.

3. Introduce novel toys and materials slowly.

4. Rotate playthings. Remove some play materials.

5. Provide culturally relevant materials.

6. Arrange the materials to encourage interaction between children.

7. Suggest new uses for materials or ask other children to do so.

8. Add writing and literacy materials to all play centers

Helping Children Acquire Skills Through Your Direct Involvement as a Player

1.Play with materials.

2.Use verbal or non verbal prompts from outside the play frame.

3.Take a role to encourage pretend play.

4.Enter into play imaginatively when play frame.

5.Demonstrate movement as necessary.

6.Participate fully in the game.

Helping Individual Children Change the Level of Social Participation

1.Observe the child at play; note patterns from outside the play frame.

2.Focus on the process of play so that the play may be extended or elaborated.

3.Observe the child for cues that the present level of participation is inadequate.

4.Match the activity to the child’s level of skill.

5.Play with the child yourself.

6.Invite the child and a second, less skilled

player to play with you, and then ease

yourself out of the situation.

Escalating the level of Play Gradually by Varying Your Play Performance or by Giving Cues Through Play Signals or Metacommunications1.Extend object play by

imitating what the child is doing, then vary the activity a little.

2.Suggest that children use specific play signals to initiate or sustain play.

3.Withdraw from the play and resume the role of observe once the play is well underway.

Becoming Directly Involved in Children’s

Playfulness1.Demonstrate a nonliteral approach to resources.

2.Be accepting of young children’s humor.

3.Explain that child was only joking when someone misinterprets the meaning of what was said or did not recognize a play signal.

4.Use affective reflections when preschool children laugh at disfigurement, falls, or handicapping conditions; the, provide brief but accurate information.

Coaching Children Occasionally from Outside

the Play Frame

1. Suggest a relate theme.

2. Add a necessary prop.

3. Introduce the players from outside the play frame.

4. Teach players to use a clear signal when leaving the play frame.

5. Make suggestions to further the goals of the children, such as pointing out a problem or restarting the game rules.

6. Talk about play events that disintegrate for older children who are rejected playmates or isolated by their peers.

7. Teach children games when necessary.

8. Encourage children to solve their own problems and create their own rules during pretend play or with informal games.

Guiding Children’s Rough-and-Tumble Play

1. Decide whether rough-and-tumble play is to be allowed, and if so, when, where, and under what conditions such play will be permitted.

2. Decrease the violence in all play cues to initiate rough-and-tumble play.

3. Ask children to use specific ,verbal play cues to initiate rough-and-tumble play.

4. Coach children in how to say no to play.

5. Provide “safety zone so that when a child enters the zone, rough –and-tumble.

6. Provide information about heroes.

7. Suggest that the villain or victim be imaginary.

8. Remain in close physical proximity to children engaging in rough-and-tumble.

9. If rough-and-tumble play ceases to be fun, and someone is hurt or frightened, stop the behavior.

Demonstrating Awareness Individual

Differences

1.Accept the young child’s approach to game with rules.

2.Match the play activity to the skill of the players to enter social play.

3.Gradually assist less skillful players t enter social play.

4.Accept child’s play-style preferences.

5.Provide support for younger boys when girls outperform them in movement play.

6.Support children in their choice of play activities; do not limit play to sex stereotype choices.

7.Respect cultural and experiential differences in children.

-FiNiSH-