Dr. Myrtha Chokler - Translation Dr. Luis Stoppiello
CONCEPT OF GAME. ROOTS DELL'ATIVITA 'LUDICA
The game is in principle a right of the child (1), essential to a pleasant activity that contributes to the subjective construction.
In the process of identity formation, one of the key tools is the game and, at an early age, particularly the game body, sensorimotor and symbolic, which allow different levels of performance, the motor domain of the structuring of space, knowledge and understanding of the progressive reality at the same time that self-expression together with the elaboration and symbolization of desires, fears, fantasies and unconscious potential.
This step is essential for the child self-games, put in a first level: their axis, the sensorimotor, the pleasure of movement, the pleasure of discovery and appropriation of the body and from there, affect the organization, structuring the dismantling and restructuring of the body schema and body image and self.
All healthy children play, they do it constantly. Play is a vital function like breathing, centered in the principle of pleasure, enjoyment and pleasure from the discovery by the progressive domination of the world and himself. The healthy child then, plays, wants and knows how to play at his level and with its own tools. Indispensably is the adult who can guarantee the conditions of the child's emotional security, materials, space and time enough for him to fully express its playful impulse, which stands as its motivation, its internal strength, for his drive epistemic linked to an essential need to adapt and understand the surrounding world.
The infant's early interactions with adults are the primary sources of pleasure possible. Reassured by the adult emotionally through the quality of the attachment bond, the child will put in place in a semiotic process, ie, creating and assigning meanings of signs, a series of actions sensorimotor, cognitive and symbolic underpinning of his leisure activities.
The child can play in action - can be played in the action - from its relative safety compared to everything integrated in itself. He can play to lose themselves and others what they already have or know intimately that certainly can recover. He can play the equilibrium and disequilibrium in terms of inner security. Play either fall or jump when he firmly established an image of his body, before that the fantasies of loss, insecurity, breaking the unity of the body and the loss of spatial references is usually the cause distress. The most common expression is the restlessness, anxiety, excitement, boundless, impulsivity, disorganization or inhibition. This also leaves its traces blocking attention, disturbing the arrangement for learning and stimulate outbursts and aggression.
THE FUNCTIONS OF THE GAME IN VARIOUS STAGES OF THE CHILD
The child is not only to establish the existence of things, to learn and actively adapt to reality, but basically to understand and to recreate it.
The game is essential for intellectual development, motor and affective child is his natural way of expression, despite playing just because you play to become his main value. The engine and the result is the pleasure of playing.
Through play, the child incorporates the basics about himself, about others and the world learns to master and learn the parts of the body and its functions, to orient themselves in space and time, to manipulate and build, to establish relationships with others, to communicate and talk. All these learnings needed to non-conscious level.
The game becomes such only as through him are expressed and provide the complex processes of consolidation of self and identity. It is not an exercise for a workout ... or ... or for preparation for future tasks, but a way of being in the world today, here and now. Although the adult games, however, the game for him does not have the same meaning as the game in the child: for an adult also means pleasure and at the same time is linked to leisure, relaxation, distraction, relief from with daily tasks, to his concerns, for the child instead, the game is the life in spite of all life is not a game.
From experience, exploration, experimentation with simple objects, the emotional resonance and pleasure shared later with other children or the adult world, children will pose questions, beginning nonverbal, build their knowledge, compare results , questionano and ask others to create their own paths to learning, along with their global potential, their skills and interests.
We consider three stages in the child's game:
The first two years of life are essentially sensorimotor period.
Initially we would find three types of activity pre-games:
* During the maternal care (feeding, rocking, support), there are games in mortgages interactions.
* After the child's own body, the discovery of his hands as an object of sucking and brightened push him to repeat and sensations.
* Later, as an indicator of a stage of maturation of the attachment bond, appears a privileged object that can partially substitute for a little adult time significantly in its function of accompanying or consolation: it is the "transitional object" (2).
BY HAND KNOWLEDGE OF HOW TO OBJECT TO THE HAND AS A TOOL TO LEARN AND PLAY (3).
The discovery of the first and then using its own hands as an object of the game is a crucial step in child development. It starts with a random appearance of the hand, as any object within the visual field that did not previously attracted his attention for anything but that now captures his interest. When using the movements are not willing, that is, reflexes, hand out of sight, the little boy trying to retrieve it again. At that moment, the hand becomes a subject of "relevant" for exploration, learning and playing.
The success of being able to put before his eyes either hand or both hands and the posterior domain of that coordination, visual-proprioceptive integration implies that the circuit: attractive object, visual perception, kinesthetic and voluntary motor activity. And 'the circularity of the body schema and integrative unity of self-image.
You may think that at first the child "does not move his hand", but looking closely at the hand that moves. This conduct is rapidly evolving with more complex gestures. Ready to begin "to move" his hands before his eyes. The leaves, the approach generally makes one at a time, opens and closes his eyes, takes a hand or hang with the other, the trips, he discovered and perfected movements of his hands, then repeat with the objects.
Early in the second quarter of the child, in the meantime holding her hand, collects information on the feelings that cause the objects in them, their possible movements in contact with the types, weights and warp object. The focus is particularly in this stage in his hand as an object of knowledge, in a process of discovery, acquisition, exercise and progressive domain. This then allows it, shifting the focus of interest from the hand towards the object, transforming it into a tool that is increasingly skilled exploration, experimentation and the use of the elements that are accessed.
The child extends his hand toward the object, pushes him, look how he moves, it passes from hand to hand, touch him with both hands, throws him, the leaves, the door to her face and mouth.
The exploration and manipulation from the fourth month already an autonomous complex. According to an internal incentive, strong and persistent, just the child, appears spontaneously when they are placed into the conditions of comfort, space, toys or objects lighter, safer and understandable in its scope because the child can manipulate. Objects are not too small for it to take them in your mouth and suck without risk, to throw, hit, etc.. The sensation caused by these objects in his hands and his mouth seems to be the primary objective.
Starting the second half of the child's actions become more complex because it shifts its focus so prevalent on the search for effects of its manipulation on the objects, toward understanding the physical and topological relations, instead of exploring the sensations they cause in this his hands.
At the age between 18 and 24 months, the manipulation is no longer an independent and passes them to integrate in a more organized and more complex game. The child grew from an exploration tactile-motor, which prevailed in the organization and interelazione perceptual-tactile, kinesthetic and multisensory but particularly visual, sensorimotor activity towards the base of which continues to be handling, however, its purpose, interest and significance in cognitive development is more complex and differentiated, given to reports of the objects themselves and each other or the object as an intermediary in social relations.
The extreme development of manual dexterity (due to the maturation of the cerebral cortex and pathways of association) and the mental representations they sustain each other, thus ensuring the gradual adjustment of the experiences of manipulation aimed at a goal autoproposta, whose project , planning and anticipation are related to the growing powers of observation and selective attention and persistent.
During the second quarter, from 3 to 6 months, the child manipulates an object, takes it, looks at him, turns, moves, palpeggia him, takes him into his mouth, him away, clings to it. The intention is to appropriate the object, holding it, turn from all his party know it and recognize it, whatever the causes were notables of joy.
The presentation of the different forms of manipulating differ between them. Have been described more than 100 forms in the first year of the child. The most frequent at the beginning are: support-look, knock the object against something, tighten and then leave in a repetitive way, pass an object from hand to hand, drop-back, turn and move with one hand , touch-feel.
From the seventh or eighth month until the end of the year, the child is interested only in an object that has a hand in, but to play him away and rub against the floor, or pass it from hand to hand and pursues him with his eyes. It 'a first step in risk to leave it and then retrieve it later. Shortly after leaving resume and become deliberate repeated every time a game more often. He is interested in, then two objects simultaneously, causing them to enter into a relationship, banging against each other, both supported in each hand, or throws an object that supports a hand, with another that is farther away. Puts an object in the other, and experience as shake, turn it, turn it over and repeating again and again these actions. There are countless variations of this game.
The mime and gestural expressiveness realizes perceptions, images and sequences of thought, appeared by the infinite variety and subtlety of the game manual included and available in his psyche. The visual exploration and manipulation, while soil testing and how to express the emotional experience of the child, are sources of a mutual feedback process during which complex systems of representation and semiotisation.
In the same way that an adult in the child, the retraction of the language is an important and significant sign of suffering in the face of a loss or a severe separation, particularly the amount and quality of the game manual is greatly reduced when the child needs to support life changes that disorganize him. In this sense the manual tasks are more sensitive to postural activities. The most fragile are naturally forms most recently acquired, except to leave and take that instead of diminishing in these cases show a significant growth of up to stereo.
FIRST toys
What types of items affecting more children at this early stage?:
The first is undoubtedly the face, hands, body and clothes of the significant people who try to take the child, clinging and explore. And 'the attitude of the adult, enjoyment or the laughter, the challenge that makes this activity "in play". What is more important then the child's hand. Precisely for this reason it is convenient that it can investigate it with comfort from a posture that ensures the total sense of balance (4).
After two or three months of age, are recommended all those objects that can be taken easily: a cotton handkerchief, then rings or other small items of fabric, soft, light and with which there is no risk of harming yourself.
In summary, the game at this stage is to explore, experiment and repeat business of motor, which initially have a fine adaptation, but that pass to become an activity that goes on the purpose of the pure joy of discovery, the exercise functional and serve to consolidate everything learned. Many activities sensorimotor become this way in the game: multiple shifts, rolls, turns, rocking, stretching, climbing, balance and imbalance self-promoted, so it takes a broad and secure space.
When the child begins to wander in all possible ways (rolling, crawling, or standing in knee) he likes to reach, rub with your fingertips, drag, push toys, throw away, collect, etc..
The symbolism in children's thinking is still absent, though it is present in the bud through primerissime imitations of actions, ecoprassie and echolalia (5). Experiencing the physical properties of objects, relate them to each other, and then fill empty containers, disperse and then collect, enter and pull out of objects inside other objects, are all essential activities from the point of view of the constitution of the self, of 'organization of motor coordination, notions of space and time, the body schema, emotional relationships and the integration of social rules.
From two to six years.
This is a long period of multiple and heterogeneous psychic transformations during which the child adds to the exploration and testing each time more varied and complex of the surrounding world, the use of an incipient and then abundant symbolism. The beginnings of the games can be found in the early game to appear and disappear: "Where? ... Is here!", In ecoprassie, and then in ecomimie imitation. Later the child plays snippets of scenes from real life, modifying them along to their needs.
The symbols acquire their meaning in an object of metamorphosis and in response through the recognition of certain attributes of the objects of reality, as defined by its parameters and its shift to other objects: the feature is "acting as if ... "a small piece of wood becomes a spoon against a flying object that" pretends to be a plate ", a cardboard box becomes a truck, a circle becomes the wheel of a car, a stick is a horse, a container is a pot, a boat, a bed, etc.. The child recreates the objects, plays the roles of individuals and social activities that they develop, the father, mother, teacher, doctor and all that enables him to understand and process the imaginary conflict.
In this second level of reality in the game he submits to his desires and needs. The games become more complex and body are improved: balance and imbalance, climbing, jumping, falling, strokes, combined with a character, a mimicry, their symbolic of the game, his narrative, pointing to the affirmation of self and its differentiation on the other.
They are typical of this stage:
* The games of destruction, construction and reconstruction of the other related to the symbolic relationship with adults and peers,
* The play of presence and absence (appearing-disappearing, hiding), linked to the establishment of permanent self, other and object,
* The games of persecution (catch and be caught, eat and be eaten, the wolf, the crocodile), linked to primitive anxieties and fantasies,
* The games of omnipotence and identification with the ego ideal,
* The play of identification with the aggressor and changes in roles.
The construction of houses and shelters as an extension and projection of self-image, sexual identity and the integration of social roles often present with different characteristics in males and females:
* In females usually prevail, but not necessarily so exclusive, games centripetal approximation to the body, gestural fallback, the hugs, body envelope, games body care and repair, coordination and manual dexterity, games with dolls and elaborate disguises.
* In males usually prevail games expansion, competition motor, power and strength, acrobatics, speed, aggression de fusili, swords, opening and extension of the body, the disguises are generally less developed and only need an element that represents symbolically attributes.
In symbolic play, just as in structures: towers, anchors, puzzles, cut, paint, glue, children's songs, stories and fables, becomes of paramount importance. (?). They are essential precursors of a thought more elaborate, with power handling and operation symbols, required for the learning of language, reading, writing, mathematics, urban signage, as well as for the understanding and integration of values , rules and laws of society and its symbolic expression.
From 6 years to puberty.
The evolution of the game, the interests and social experience, in addition to the expansion of games of exploration, research and production of objects, introduces the dominance in this new stage of the game rules. We must emphasize that the characteristics of exploration and pleasure sensorimotor, imitation, symbolism or social roles that emerge in subsequent stages, the first months of life, to integrate new games, perfected or restructure, but do not disappear. Indeed, even in games of adults can observe the presence of peculiar features of a previous game-playing. The third level of play, which is organized after the 6, 7 or 8 years, is regulated by fun activities that require greater structuring of the ego, less current decentralization emotional or affective unconscious projections ie: ability to put in place the other, for the integration of law and for the understanding of rules developed each time more and more symbolically effective socialization.
The physiological maturity and mental capacity of attention in this age allows just be careful, fully understand and integrate deliveries not come only for his own reasons, that does not arise from their own initiative and therefore can actively adapt to other proposals of equal or adults. So it is from this age, some children may supplement the law and thus, produce and accept the rules that all players must follow. This returns the necessary communication, cooperation, tolerance to frustration, the ability to wait, because without the work and the understanding of all the pedals. This helps to coordinate the different points of view, very important for social development and overcoming self.
This does not mean they can not, at times, surrender, adapt passively to obey without understanding, everything in order to feel accepted by the other, than to imagine the emotion that shares inclusive of other's enjoyment, but if you do not have the maturity to attention focused on the possibility of supporting a time putting in place of the other, it becomes virtually impossible to imagine what the other has in mind, that what is proposed in playing or learning. This clearly has to do with the decentralization process of which they speak both Piaget and other researchers present.
These games like hide, la mancha, its variants, games and games of skill ingenio global motor regulated in a complex way as running, climbing, jumping, manipulation, memory and strategy of the figures, balls, games, construction, Meccano, a table, competitions, ludo, goose, cards, chess, etc.., require, and also reinforce the psychological maturity, emotional, cognitive and social.
TIPS ON GAMES AND APPROPRIATE FOR ALL AGE Toys'
Children can play many things without toys but require space and generally objects, especially when young. Within the game, toys play a supporting role, particularly those that allow the variability and multiplicity of meanings. Some reproduce reality in a very precise way. These are not shown.
The toys are also already constructed objects with a symbolic value for use in the game but made specifically for that use, and in general with specific functions already integrated in the design.
Children need simple materials to play with them will always have the opportunity to explore and do something in every stage of their development. They do not need expensive toys but they are safe and that its use involves no risk or precautions that will not be ready for the child, must be managed in an autonomous and non-toxic.
In certain age water, sand, boxes, containers, leaves, objects of different colors, balls of fabric, are more suitable to buy toys too attractive. The important thing is creativity, change, transformation, construction, construction that provides the child with objects.
The toys too sophisticated, requiring simple and repetitive movements (after a pulse, the rest is all over the toy and not the child) are those that contribute less to the development, due to his creative work with this type of objects is very small. If we put in the hands of a small child in a car remote control, almost all its activity is reduced to pushing a button and follow him, because he can not control the movement of the machine in that space, this is very little in the new possibilities that have some pieces of wood with which the child "factory" a car, a garage, a track that organizes his desire and that can represent many different classes of machines and much more. "The essential thing is that the child plays with toys and not toys with the child" (Tardos, A.).
And 'then give the child involved material that allows him to experiment, to recreate in his will and when he wants, by itself produce some symbolic activities that enrich its action.
In a safe environment on their own children take their own decisions. They learn best from their own initiatives, concerns and questions that lead them to seek their own paths, to find solutions for themselves and prosecute their obstacles or mistakes.
Children also need to play alone. The game with adults is an important form of communication but the alternation with the play only, allows the child to give free run to his own imagination without relying on gaze, expectations and / or opinions of adults.
CHILDREN AND TELEVISION
Although the TV keeps the children, you must remember that the choice of programs is the responsibility of adults. In early age, up to 2 or 3 years, the television image is fascinating (and in the worst sense), imprisons the subject without a choice, to separate from the stimulus and unable to think. Television is particularly insufficient in those age groups: subjects the child, whose key requirement is movement, action and report to a situation of massive liabilities and reception of stimuli, without being able to analyze, understand, compare, or use those images in a creative way. Many products of children's television, only stimulate the adhesion indiscriminate emotional, excitement or fear and panic for the child meaningful image.
In this sense it is convenient to think about television programs, models and social values that are transmitted and evaluated, sometimes subliminally and influence which it exercises that audio-visual medium in the complete education of the child.
The television can be used well, of course, school-age, an interesting tool of information, access to knowledge, learning and identification.
1. See the International Declaration of the Rights of the Child.
2. D. Winnicott, Realidad y Juego. Buenos Aires, Gedisa, 1972.
3. This paragraph is taken verbatim from the Doctoral Thesis in Speech Therapy by Dr. Myrtha Chokler, supported nell'Universidad the Argentine Social Museum in 1999 and whose title is Subjectivity and Communication.
4. Comfortable posture, lying on the mouth, without clothes or objects that impede his movements or distracting him.
5. The ecoprassie are imitations of facial expressions or gestures that young children do by observation or incitement of adults (How does the bunny? As the baby cries? How does farewell with his hand?), So the imitations sounds onomatopietici constitute the echolalia of this period.
New! Click the words above to view alternate translations. Dismiss
Google Translate for Business:Translator ToolkitWebsite TranslatorGlobal Market Finder
Turn off instant translationAbout Google TranslateMobilePrivacyHelpSend feedback
0 comments
Post a Comment