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Theories on Play in Early Childhood
Classical Theories (Ancient theories)
The classical theories focus on the biological and psychological functions of play
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- In play children discharged the excess energy
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Criticism
The theory has been dismissed by critics for the following reasons;
i) No research has been conducted to support the claim
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iii) The theory is not supported by Darwinian Knowledge (species are supposed to be engaged in
productive activities)
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iv) According to the theory, play focuses on some goal
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T
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To Patrick, when children are tired, they become depleted of energyplay keeps
their occupied and helps them to avoid boredom
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Patrick sees play as a process of rejuvenation
Criticism
The theory has also been dismissed by critics on the basis that;
i) Mental work could be draining but children who engage in physical labour also play
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Pre-exercise Theory – 1901 (Groos)
- Play is the body’s natural way of preparing for adult life tasks
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Criticism
- Children may not have conceptualized activities for adulthood and they may not therefore
practice for them
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Recapitulation Theory - G
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- Says that at person’s development is a re-play of the evolutionary progression of the
human species e
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when an infant crawls at play he is seen as reflecting some historical
period in human evolution when human beings walked on all fours
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- The theory finds little acceptance among the contemporary developmental psychologists
because;
a) There is no evidence to support this theory
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c) The evolutionary process is not reflected in the modern society
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From Sigmund Freud’s view the value of play is primarily emotional
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There are 2 types of anxiety
a) Objective anxiety (real, object, tangible)
The fear of the external world (pple, cars, buildings)
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They realize that they fully
depend on others
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As they play, they reduce this
anxiety through illusionary power and control
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- This provides a child with temporary illusion of being in authority
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in pretend play and injects the dolls
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- These play activities help a child to deal with objective anxiety
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- This means that demands of doing bad things that are unacceptable by society or human ethics
are never met
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- Children have many feelings (anger, unreasonable fear, curiosity, a wish to be messy,
destructive behaviours) but the society cannot allow them fulfill these wishes
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The feelings of fear trigger a relation of anxiety
(instinctual anxiety)
- Play allows children to fulfill their feelings that could not be appreciated in the world of adults
e
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the desire to break a glass; or strike a playmate
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Play thus, has a cathartic effect (an outlet of feelings)
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
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Wish fulfillment provides pleasure as the child take part in make believe activities
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Psychosocial Approach
Erikson did not agree with Freud in the view of play as mainly functioning as anxiety reduction
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This perspective sets the stage for
play therapy
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- Erickson proposed three broad levels of play development that were hierarchical in nature
but could be experienced again in later stages
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The child plays with own body
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- During this stage, the infants and adults bodies are the sources of sense and interaction
ii) Microsphere: It occurs in the 2nd year as the child’s world expands to include interaction with
play materials
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This is not through
fantasy power per say
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iii) Macrosphere play: Involves building on the physical manipulation of the body and objects
to learn about social interaction
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This eventually helps children to understand their culture
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BEHAVIOURIST’S THEORIES
They argue that play is learnt behaviour that is both experiential and constructive
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g
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- As they play, they acquire a diversity of motor skills that may be hard to develop
otherwise
- At play, reinforcement, rewards or punishments are not as severe or extreme as in nonsituations
- Play may be viewed as reinforcement of learning of future roles because
- children are able to model behaviours of numerous people and they settle for those in
which they receive encouragement
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They also learn certain roles that are
associated with their sex through play
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- Play is viewed as a process of integrating actions and thought
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- Through play children gain more confidence and competence
- Brunner (1973) and Sutton – Smith (1967) argued that play allows children to solve
problems in a relatively stress-free atmosphere
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g
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According to him adaptation is crucial for survival
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- Adaptation involves assimilation and accommodation
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e
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- Piaget says that although play isn’t the same as learning it leads to learning
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This rehearsal involves the old learning rather than new
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Play also exposes a child to new
experiences and new possibilities for dealing with ideas
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Unlike the psychoanalysts who were inclined to fantasy Piaget saw this is a cognitive
function where a child changes the meaning of a scaring real life situation
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According to Piaget tension is relieved by cognitive evaluation rather than
a cathartic effect
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- The ideal environment is the one that provides neither too much nor too little stimulation but
enough to keep a person optimally aroused
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- This elevates the level of CNS arousal
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- Ellis (1973) and Fein (1981) suggested that children’s play provides a variety of
stimulation forms to an organism in need of it
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- The uncertainty is reduced by play and the child gets bored again
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- This is the reason why children flirt with danger in their play
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g
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Vygotsky’s Social Historical Theory
- Vygotsky used a social constructivist approach
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- According to him there are two simultaneous lines of development which continually
interact;
- Natural line: This is development from within (the unfolding)
- Social Historical line: i
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After two years, the social historical line becomes increasingly influential
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This is based on the fact
that when working without assistance a child displays a particular level of performance
that may not reflect his true potential
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The difference between the child’s actual performance when working
alone and his potential ability in a different social context is the (zone of proximal
development)
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As a
child performs with others, he gets challenges that prompt more input
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- In this view social play is paramount
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This may adversely impact on their proximal
development
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It is therefore necessary for the
teacher/caregiver to understand the context that promotes a child’s optimum
participation
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M
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Learning through play and fantasy, EC 1297E, Corvallis,
State University
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& Leong D
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The importance of play, why children need to
Childhood Today, 20 (3), 6-7
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Early

Erickson RJ
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An examination of the contributions of interactive peer play to
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2004;41 :323–
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Ginsburg,K
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(2007)
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Hurwitz SC
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2002/2003;79 :101– 102

Isenberg, Packer, J
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(2002)
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highbeam
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Play: a necessity for all children
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Parent-Child Play: Descriptions and Implications
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Convention on the Rights
of the Child
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Available at:
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Accessed June 22, 2006
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Child Psychol Psychiatry Rev:51– 57
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The role of play in early childhood development and education:
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Just Playing, Permission to print granted by author and
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a

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