DOCUMENT RESUME ED 371 844 AUTHOR Ward, Christina D.
DOCUMENT RESUMEED 371 844AUTHORTITLEPUB DATENOTEPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSPS 022 432Ward, Christina D.Adult Intervention: Appropriate Strategies forEnriching the Quality of Children's Play.16 Apr 9414p.; Paper presented at the Annual Conference of theSouthern Early Childhood Association (45th, NewOrleans, LA, April 11-16, 1994).Guides - Non-Classroom Use (055)Speeches/Conference Papers (150)MF01/PC01 Plus Postage.*Adults; *Caregiver Role; *Children; Dramatic Play;Early Childhood Education; Educational Strategies;Instructional Materials; *Intervention; LearningActivities; *Play; Pretend PlayPlay Leaders; Play StyleABSTRACTResearch indicates that active adult involvement inchildren's play can increase the social level of play and have abeneficial impact on children's cognitive growth. To becomeappropriately involved in children's play, daycare providers andother adults need to understand how time, space, experiences, andmaterials affect children in play activities. Children require longstretches of uninterrupted time in order to sustain sociodramatic andconstructive play episodes, at least 30 minutes in length. Thearrangement and amount of space available for play and children'sbackground knowledge both have a direct impact on the type of playgenerated. Home-living and theme-related props promote high levels ofsocial interaction and group dramatic play. Three effective playintervention strategies are: (1) parallel play, in which an adultmodels appropriate play behaviors without interacting with the child;(2) co-play, in which an adult joins in a child-directed playscenario and facilitates learning and development; and (3) playtraining, in which an adult makes suggestions about playing orencourages children to reenact stories or fairy tales. **************************Reproductions supplied by EDRS are the best that can be madefrom the original ******************************
U.S. DEPARTMENT Of EDUCATIONOfhce of Educational Research slut ImprovementEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC))(pusdocument has Won wroth/cod asrecmved from the person or organizationoripinetinp it0 Minor chows have Mtn mane to improvereproduction QualityPoints of view or opinions stated in this cloctrment do not r4C.111111nly repreNnt officialOERI position or policyADULT INTERVENTION:APPROPRIATE STRATEGIES FOR ENRICHINGTHE QUALITY OF CHILDREN'S PLAYPRESENTED AT THESOUTHERN EARLY CHILDHOOD ASSOCIATIONANNUAL CONFERENCENEW ORLEANS, LAAPRIL 16, 1994"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYChristina D. Ward, Ed.D.Associate Professor of EducationTrevecca Nazarene CollegeNashville, TN 37210(615) 248-13902\vIcL.ro THE EDUCATIONAL RESOURCESNFORMATION CENTER (ERIC)."
Three-year-old Mario has been banging the bristle blocksagainst the wall for several minutes. Observing this, an adultcomes over to sit beside Mario and begins putting the blockstogether in various ways. As if talking to herself, the adultverbalizes her actions with the blocks, "I think if I put this redone here, I can make something really different". Mario watchesher and reaches for some red bristle blocks to put together.A group of kindergartenersis busily engaged in dramatic playwithin the office center. Latasha is watching from the side,This continues forrandomly twirling the dial on a play phone.several minutes, until the teacher comments, "Looks like thisoffice could use a phone operator to get more orders. May)The group is receptive to this ideaLatasha could help out here".and Latasha enters the play episode hesitantly. The teacher backsout and observes the children involve Latasha in their officeplay, assign roles and duties, and extend the play episode anotherfifteen minutes.Many people feel that play is solely the child's domain andthat the adult has no right to interfere in any way.After all,every child knows how to play and interruptions from adults mightinhibit, disrupt, or reduce the emotional benefits of play.However, research indicates that active adult involvement inchildren's play can increase the social level of play andbeneficially impact cognitive growth.Smilansky's (1968) landmarkresearch demonstrated that many children do not engagespontaneously in sociodramatic play, an advanced form of makebelieve play in which children enact roles, interact verbally, andcarry out cooperative dramatizations.Adult intervention in theform of specific play-tutoring strategies (as in the abovescenarios) increased the instances and quality of children'ssociodramatic play and improved cognitive performance (Smilansky &Shefatya, 1990).More recently, Patterson (1982) found that kindergartenchildren's interpersonal problem-solving skills in sociodramatic3
play improved when adults gave suggestions from outside theepisode, participated as co-players, and stimulated problemsolving behaviors.Appropriate adult intervention can helppreschoolers achieve social acceptance (Kemple, 1992) and enhanceverbal cognition in their play (Graul & Zeece, 1990).As adultsdemonstrate interest in children's play, they convey the messagethat play is a valuable activity, thus building strong rapportwith children.In addition, effective adult participation canimpact play resulting in longer, richer episodes and moreelaborate play (Johnson, Christie, and Yawkey, 1987).So how can parents and teachers become appropriately involvedin children's play?Initially, adults must set the stage so thathigh quality play can occur, incorporating four key elements:time, space, experiences, and materials (Griffing, 1983).Time.Children need long stretches of uninterrupted time inorder to sustain so.Aodramatic and constructive play episodes.Generally, 30 to 50 minute time blocks for free play arerecommended for preschoolers and kindergartenexs, allowingchildren the freedom to persist and expand upor a play theme(Johnson et al., 1987).This time is needed for children togenerate ideas, assign roles, find props, communicate,negotiate,and enact dramatizations.When engaged in constructive play, a child is more likely todesign intricate and elaborate creations using objects (blocks,Legos) or materials (clay, paint, paper) when given ample time todo so.Why pull out lots of blocks when you know the teacher isgoing to ring a bell in 10 minutes and send you to another center?When children are repeatedly hampered by play periods that are tooshort, they will resort to very simple forms of play (physical)4
and will give up attempts to play sociodramatically andconstructively.Therefore, it would seem preferable to scheduleseveral lengthy play periods each week rather than to promote veryshort play times (10-15 minutes) daily.Space.It is understood that children, need sufficient spacein order to play effectively.Licensing standards for earlychildhood programs offer requirements that include the squarefootage of usable space per child; experts believe at least 25-30square feet per child is necessary (Johnson et al., 1987).Research demonstrates that when the amount of space decreases,children exhibit more aggression and less social play behaviors(Rogers & Sawyers, 1988).In addition, t',e arrangement of spaceimpacts play behavior; children will participate in moresociodramatic play in partitioned areas than in large open spaces(Johnson et al., 1987).LxpeziencesIn order to act out various roles, childrendraw upon past experiences and events as they understand them.Play imitates real life as children portray family roles, schoolinte.-actions, and familiar job-related roles.Sociodramatic playcannct flourish if children have little background experience toexpress certain roles.Relevant classroom experiences that canextend rich pretend pl.y and help children understand thes'gnificance of family and career-related roles include communityfield trips, classroom visits from people involved in variousoccupations and hobbies, and exposure to anti-bias literature thatexplores a wide range of job opportunities (Derman-Sparks, 1989).5
',lay Materials.It stands to reason that the types of playmaterials available will affect children's play behavior.Theconsensus of available research suggests that homeliving andtheme-related props (Myhre, 1993), dress-up clothes, dolls,trucks, and other vehicles promote high levels of socialinteraction and group dramatic play.Block play and accompanyingmanipulatives can inspire high levels of sociodramatic play,especially when located adjacent to the homeliving center.Instructional materials (puzzles, unifix cubes), art supplies(paint, markers, scissors), clay, and sand tend to be used moreoften in solitary and parallel play activities (Johnson et al.,1987).When is it appropriate for adults to become involved inchildren's play?Jones and Reynolds (1992) agree that whenchildren are playing at sociodramatic levels involving fantasy andmake-believe, adult interruptions or attempts to turn the episodeinto an educational activity ("Let's sort your blocks into pilE.saccording to shape.") can serve to disrupt and stifle children'snatural play processes.However, adult intervention can bebeneficial when 1) children do not initiate or engage in makebelieve play, 2) children have difficulty playing with others, and3) the play episode seems to be repetitious and in danger ofbreaking down completell. (Johnson et al., 1987).Deciding whether or not to intervene in children's playrequires careful observation of children's play patterns,assessment of the skills inherent in sustaining play, and anexamination of one's own teaching style.Examples of someeffective adult intervention strategies include parallel play, coplay, and play training.6
Parallel Play.To intervene using the parallel playstrategy, the adult merely positions himself/herself beside thechild and models appropriate play behaviors.No attempt is madeto interact with the child or to direct the child's play.In thefirst play scenario above, the adult is using the parallel playstrategy to encourage Mario to put the bristle blocks together innew and varied ways.This strategy is nonthreatening,nondirective, and can promote persistence in the play activity.Based on observation that indicates the child's pLay could usesome extending and adult scaffolding, parallel play can enablechildren to learn new play behaviors and creative uses of playmaterials by watching adults model these actions.Co-Play."Mrs. Ward, come here and play with us!"Thesewords, issued by my kindergarteners in the homeliving center, weretoo good to be ignored.The children were urging me to be a co-player in their evolving restaurant episode, which was a highlevel sociodramatic scenario involving make-believe and lots ofconversation.CHILD 1:right here.ME:Welcome to our restaurant.Thank you so much!Please have a seatI am really hungry!menu?Can I see aCHILD A:(Looks around) Here's a menu (hands me a piece ofpaper with scribbles on it). What do you want?ME:Well, what do you think is the best thing you cook?CHILD B:I'm the cooker.gooder and so is the pudding.ME:That sounds wonderful.broccoli and chocolate pudding.I think the fried chicken isI'll order the chicken withCHILD A: (to CHILD B) :You start cooking and I'll get hersome water.(To me):We'll be right back with your supper.7
CHILD B:it)(fixes a plate with a block and green playdough on.CHILD A: (brings out a plastic coffee cup)Here is yourwater and here (takes from child 2) is your yummy chicken andbroccoli.ME:It looks delicious!Yum--this hits the spot!In this episode, I joined the existing play in progress andresponded to the actions and comments of the children.Thechildren controlled the direction of the play episode, but myresponses added to its context by asking for information ("Can Isee a menu?"), adding new elements (broccoli), and responding tothe children's initiatives ("It looks delicious!").The benefits of co-play are congruent with those seen inparallel play; persistence in the play episode is encouraged andthe adults model various play behaviors.Because the adult hasbeen invited and is following the children's lead, rapport iseasily established and the play episode is in no danger ofdisintegrating due to adult intrusion.The adult is in a muchbetter position to facilitate play-related language e-changes, askhigher level questions to extend the play, and include otherchildren in the play.The co-play technique is most effective when children arealready playing at high levels of dramatic and/or constructiveplay.For children who rarely engage in these types ofsociodramatic play, specific play training EtrateG;ies may benecessary.Flay Training.In play training, the adult establishes amore pronounced role in the play episode, taking more control inits direction while teaching new play behaviors.8Smilansky (-968)
promoted two types of play tutoring in her efforts to encouragemore sociodramatic play in children:inside intervention.outside intervention andIn addition, thematic fantasy trainingpromotes confidence and desired play behaviors with teacherguidance.Outside Intervention.To employ outside intervention,the adult makes suggestions from the side without actuallyentering the play episode itself.In the second play scenarioabove, the teacher observes Latasha sitting by herself engaged ina relatively low level of play-- manipulating the telephone dialaimlessly.Noting the group nearby involved in office play withrelated props, the adult encourages Latasha to take on the role ofphone operator and join the group.In this case, the interventionis successful; Latasha's level of social interaction, make-believe, role-playing, and verbal communication is greatlyenhanced by moving from functional play to sociodramatic play.Inside Intervention.In this type of play training, theteacher participates within the play episodeby taking on a roleand modeling sociodramatic play behaviors that the children havenot been practicing.It differs from co-play in that the adulthas specific strategies in mind and more directly impacts thecourse of the play episode.For example, the adult observes three children in thehomeliving area playing in a parallel manner.One child isdaydreaming at the stove, another is sitting at the table playingwith a cup, and the other child is pulling containers out of therefrigerator.There has been no interaction between the threechildren, so the teacher enters the area with a doll andannounces, "Hi!I'm your neighbor, Mrs. Allen.Today's the day
you invited us for lunch, right?I'll help you make lunch for us."Oh, you forgot?No trouble--She sits the baby in the highchair, saying, "Here honey, let me get you a cracker" and places asmall block on the tray.The teacher encourages the children byrolling out some play dough; soon the children are talkingtogether, taking on family roles, and making "sandwiches" and"cakes".While the most intrusive of the intervention strategiesdiscussed thus far, inside intervention used appropriately canencourage the development of sociodramatic play.The adult inthis example took on a role and used make-believe transformations(e.g., the block as a cracker, play dough for food), thus modelingplay behaviors for children to imitate and employ as a part oftheir play repertoire.Social interaction and verbal exchangesare fostered as the three children become involved in the scenarioinitiated by the adult.Roles are assigned, a theme is pursued,and persistence in the play is attained due to the rich adultchild interactions.Thematic-Fantasy.In thematic fantasy training, theaault engages the children in reenacting favorite fairy tales,folk tales, and stories with predictable and repetitive plots.For example, the teacher reads the story Caps for Sale(Slobodkina, 1940) aloud to the children and discusses it so thatall are familiar with the story line.Then children take on theroles of the peddler and the monkeys, while the L,ult acts as thenarrator and prompts as necessary.The story is reenactedrepeatedly as interest dictates, with children swapping roles andtaking control of the play.Simple props, such as "caps" ofbrown, gray, blue, red, and checked fabric circles, can enhance10
the reenactments the children pursue independently.Thematic-fantasy play is initiated by adults, whichinherently makes it a more structured experience.However, itbenefits those children who have not attempted much sociodramaticplay by modeling role-taking, pretend situations, use ofimagination, and make-believe transformations.It is non-threatening; children can choose to be the dominant peddler, beone of the many monkeys, be an onlooker, or choose anotheractivity.Thematic fantasy play promotes story comprehension andcompetence in social skills such as turn-taking, verbal problemsolving, and negotiating (Williamson, 1993).While benefits of each play-tutoring approach have beendiscussed, critics may note the level of adult involvement as adeterrent to the natural, intrinsic process of children's play.Basic disadvantages of play training include the possibility ofdisrupting beneficial solitary and/or parallel play, changing theactivity so it is no longer play at all, and focusinginappropriately on directed teaching.To avoid these negativeeffects, teachers should conduct careful observation of children'splay skills and interests before any intervention strategy ischosen.After joining in and playing with the children, it isrecommended that the adult ease out of the play episode as soon aschildren are controlling its direction and exhibitingsociodramatic play behaviors such as role enactment and pretendplay.In summary, we know that appropriate adult encouragement andmodeling in children's play can raise the level of children'splay, foster positive adult-child interactions, and promotecognitive and social comr:nce.Adult involvement in child's11
play should be minimally disruptive and viewed as a tool tosupport and extend play opportunities, not strategies to be forcedupon unwilling children.Play personalities should be approachedwith respect as adults follow each child's lead; interventionstrategies should never be forced upon unwilling participants.Finally, adults should give up notions that playing with childrenis unnecessary, harmful, trivial, or embarrassing.For childrento grow and develop into "master players" (Jones & Reynolds,1992), their ideas must be nourished, sustained, and extended byplayful adults.12
REFERENCESDerman-Sparks, L.(1989) .ZoolaAnti-bias curriculum:for empowering ypung children. Washington, DC:NAEYC.Graul, S. K., & Zeece, P. D.(1990) .Effects of playtraining of adults on the cognitive and play behaviorof preschool children. early Child Development andCare, 5.2, 15-22.Griffing, P.childhood.Encouraging dramatic play in earlyYoung Children, aa(4), 13-22.(1983).Johnson, J. E., Christie, J. F., & Yawkey, T. D.(1987).Play and early childhood developmentGlenview, IL:Scott Foresman.Jones, E., & Reynolds, G.(1992).The play's the thing:Teachers' roles in children's play. New York:Teachers Col2ege Press.foKemple, K. M.(1992).S.I.preschool children's peer acceptance. Urbana, IL:ERIC Clearinghouse on Elementary and Early ChildhoodEducation.(ERIC Document Reproduction Service No.ED 345 866)Myhre, S. M.(1993)Enhancing your dramatic-play areathrough the use of prop boxes.Young Children,.6-11.Patterson, J.Il(1982, March)-fSociodramatic play:.ff.9 -IIA toolSOSskills.Paper presented at the annual meeting of theAmerican Educ.-ional Research Association, New York, NY.Rogers, C. S., & Sawyers, J. K.(1388).Play in thelives of children.Washington, DC: NationalAssociation for the Education of Young Children.Slobodkina, E.Collins.Smilansky, S.(1940).(1968) .Caps for sale.New York:HarperThe effects of sociodramatic alayNew York: Wiley.Lal sLizzistrjuntagacLpiaaabool children.
Smilansky, S.,IIIIS& Shefatya, L.I(1990).IIFaciltating play:'HOf.10academic development in young children. Gaithersburg,MD:Psychosocial & Educational Publications.Williamson, P.(1993),Encouraging social competence andstory comprehension through thematic fantasy play.Dimensions of Ea.L.1y Childhood, 21(4), 17-20.
DOCUMENT RESUME ED 371 844 PS 022 432 AUTHOR Ward, Christina D. TITLE Adult Intervention: Appropriate Strategies for. Enriching the Quality of Children's Play. PUB DATE 16 Apr 94 NOTE 14p.; Paper presented at the Annual Conference of the. Southern Early Childhood Association (45th, New Orleans, LA, April 11-16, 1994). PUB TYPE Guides - Non .
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