Believe , also known as pretending to play , is a loose and structured form of game that generally includes role playing, object substitution, and non-literal behavior. What distinguishes the play from other daily activities is the fun and creative aspect of the action taken for survival or necessity. Children are involved in making believe for a number of reasons. It provides children with a secure setting to express their fears and desires. When children participate in mock games, they integrate and reinforce the knowledge gained previously. Children who have better pretense and fantasy skills also exhibit better social competence, cognitive ability, and the ability to take the perspective of others. In order for the activities to be referred to as pretend to play, the individual must deliberately divert from reality. Individuals must be aware of the difference between the real situation and the make believe situation. If the child believes that the make believe situation is a reality, then he misunderstands the situation rather than pretending. Pretending may or may not include action, depending on whether the child chooses to project their imagination into reality or not.
Video Make believe
Histori
Interest in pretending to advance through three significant stages. The early stages were during the 1920s and 1930s when research in the game has gained popularity. During this time, there is little or no special empirical findings about pretending to play. The revival of interest that began in late 1940 marked the second stage. The new mission is to discover how pretend play is related to the development of a child's personality. The general hypothesis during this period is that the behavior pretends to project the inner feelings of children and reflects on their experiences in their daily lives. The most recent stage, which continues to date, began in the 1970s. Research in this phase is strongly influenced by Jean Piaget's study and theory, both in terms of finding evidence to support or falsify it.
Maps Make believe
Critical period
The act of pretending is believed to be constructed because it occurs universally and begins immediately between the ages of 18-24 months (Lillard, Pinkham & Smith; 2011). Prevalence and frequency of pretenses increase between 1 and half to 2 and half years. The first phase of pretense generally starts with object substitution. With 3 years, a child can easily distinguish between real-life events and pretenses. Children within 3 to 6 years, who have grown accustomed to playing ostensibly, show enhanced interactive playfulness. This means that they participate in other self-relationships, providing more active role dolls (eg, driving a car) rather than a passive recipient role (for example, being fed). At the age of three, the pretense of children remains close to their real-life experiences. A three-year-old girl might pretend that she and her mother went shopping. In this case, his role in relationships and activities he takes is literal. Then there is an increased role playing role in the age of 4 and 5 years. During the fifth year, the child demonstrates the ability to incorporate the forms of relationship into their game. They are no longer confined to the role of the child, on the contrary, they can be a parent or spouse, or expand further by adopting the role of members in society such as police, doctors and so on.
Components
Role play
When children participate in a social role demonstration, or role play, they describe the identity or particular characteristics of other individuals. This includes representing external and internal quality. When a child's role plays with one or more other individuals, he is involved in an activity called the sociodrama game. The sociodrama game appears about three years, and sometimes earlier for children who have older siblings. During the early stages, he followed a very rigorous script, sticking tightly to existing roles and incorporating more parallel games than interactive games. At the age of 5, children begin to diverge from rigid roles and scripts. They begin to integrate more imagination into their roles and build their partner's creations.
Role play comes in three forms. Relational role playing, usually the first to arise, is based on the relationships observed or experienced by the child. Such relationships include mother and son, father and son, husband and wife, etc. Functional role playing emphasizes the work and actions normally performed by the character. Characters play a role describing the stereotypical features of characters that are usually determined by the representation of society from them.
Playing ostensibly allows children in low socioeconomic backgrounds to not miss the important development milestones mentioned throughout this essay because all that a child needs to think about is their own imagination, basically. Skills that if not fostered by educational toys may still be developed through mock games because they are not limited by finances.
The complex forms of role play involve the child's ability to represent another's mental representation. This skill arises when a child is about 5 years old. It strengthens the social ability of the child by allowing it to take the perspective of others and therefore be able to understand and cooperate with others.
Non-literal actions
Five repetitive behaviors in a mock game that show the non-loud aspects will be explained. The first behavior is the tendency to perform tasks without the presence of necessary instruments, such as pretending to call without using the actual phone. The second behavior is substitution, in which the child may use the block rather than the phone to make a phone call. The third behavior, discussed in the above section, is when a child takes on another individual role and performs their usual actions, such as pretending to be a fireman and extinguishing a fire. The fourth behavior is when certain actions produce unrealistic results, like a child pretending to clean a room just by snapping a finger. The fifth behavior will be discussed in depth in the next section and involves the giving of inanimate objects, such as puppets, animation quality, such as talking and drinking tea.
It is important for a child to always understand that pretense is isolated from the real world. This means that the child must understand the non-blind aspect of the mock game and understand that changes made during pretend play are temporary. Children should be aware that after the play session ends, the non-litteral aspects of the game ostensibly such as role-taking and replacement objects also no longer exist. One of the interesting forms of mocking is the creation of imaginary friends. Imaginary friends can be entirely within the imagination of children or they can be based on dolls or toy dolls depicting the qualities of life. About one to two thirds of children under the age of 7 have an imaginary friend who then diminishes as a child ages. The importance of this form of mock play has not been determined, however, there is some speculation that supports the social skills of newborn children.
Toys and props
In a study by Welsch, children provided with props demonstrate a sophisticated game level. In pretending to play, any object in the child's environment can be used as a prop.
Substitution
Each object can be integrated into a mock game as a representation of another object. Such representations are referred to as substitutions. The ability to replace one object with another object appears when a child is about 2 years old. In the initial example of substitution, children are only able to replace objects that have similar structures or similar functions. For example, a child can pretend that a pen is a toothbrush, or that a television remote is a phone. The pens have almost the same shape as a toothbrush, while the remote has buttons that work similar to the phone. Around the age of 3 years, the child begins to master substitution and no longer requires physical or functional similarity between the actual object and the substitute. Children also become capable of substitution without the use of concrete objects, so that only depends on the imagination (for example putting a palm to their ears and having a conversation, showing a phone call). The ability to hold more than one substitution simultaneously also increases, meaning that the child can pretend to be on the phone, walking the dog, and drinking juice all at once.
There are two types of substitutions. Symbolic substitution is when one object is used to represent another, such as when a trainer uses a stick to represent a player in a game plan. Hypothetical substitution is when one object used "as-if" is actually another object, as the previous example imagines that the pen serves as a toothbrush.
Play doll
Pretending with the doll begins when a child extends the act of self-pretending to be a puppet. A child may start by pretending to feed herself, then grabbing and pretending to feed the doll. This is further developed when a child begins to give the puppets an active role rather than a passive one. For example, the doll is not only eaten when fed by the child, instead, the child pretends that the doll grabs a spoon and feeds herself. Once the doll is given an active role, the child begins to confer sensory and emotional attributes, such as feeling sad, happy, or hurt. The highest form of puppet play appears when a child is about 3 and a half years old. At this point, the child is able to provide the cognitive abilities of the doll.
The distinguishing feature between playing puppets and social games, which includes more than one child, is the level of control a child has. When participating in a puppet game, the child has full control over the situation.
Influencing factor
Playing a mock is universal, because it appears in many or all cultures. However, some cultures tend to reject it and believe it is a form of communication with spirits or demons. These different views tend to have an impact on the amount of time dedicated to pretend to play and themes that interact with children. However, while many cultures prevent mock play, its unavoidable appearance shows that it evolves from internal cognitive abilities rather than from the external environment or observed learning.
Adult intervention
Gender roles
Sex play is commonly between the ages of 4 and 9. During this age, girls take on a domestic and realistic role, meanwhile, boys are more inclined to fantastic and physically active roles. The extent to which these roles are expressed has been attributed to the attitudes of parents. Children of parents who encourage sex roles and disapprove of cross-sex references show more examples of sex-typing games. Although parental attitudes are the most influential, other adult role models such as teachers and family members can also strengthen the gender game.
Family structure
The level of imagination is closely related to the child's family environment. Issues such as marital conflicts and the physical forms of discipline create anxiety and tension in the child's life. This has been attributed to reduced play behavior and low levels of imagination.
On the other hand, a strong and encouraging relationship between children and their parents, more particularly fathers, is associated with higher levels of play and imaginative pretenses. When parents introduce pretend to play for their children at an early age, children begin to imitate their actions and create their own pretense scenarios. Children also become more able to identify social signals, such as eye contact and referential references.
Scripts
Participants in the game make believers can take advantage of many sources for inspiration. Welsch describes a pretend game related to a book, where children draw text to start the game. Children seem to be most interested in the text with, for example, a significant degree of tension. Children who use a more fantastic pretense theme tend to understand the concept of pretense in the early stages. Although stories and acting inspire creativity in mock games, the long duration of television exposure has been attributed to lower levels of imagination.
Social and cognitive development
The presence of the relationship between pretending to play and the following cognitive and social skills suggests that pretending to play may have a causal effect. Current research attempts to investigate how pretend play can be used to develop and improve performance in the task of mind theory, reasoning skills, and how it can be used as an intervention method, especially for children with autism. Most studies emphasize the preschool period because this age group shows the greatest emergence and development in mock games and the following social and cognitive skills. Research on preschoolers also seeks to integrate pretend play as a teaching method.
Theories of thought
Pretend play includes some abilities that coincide with the theory of mind. The first two abilities are related to object representation. The child has the ability to mentally represent one object as another. The child also has the ability to understand the paradox, in which objects can represent the other, but in essence remains the same object. This means that the child is asked to hold two contradictory mental representations of the same object. At 3 years of age, this cognitive ability is evident in pretend play but not in other activities. For example, a child can pretend that the pen is a toothbrush, but when apple soap is shown, the child can not understand the real and real features of the object. This disability is called mutual exclusivity bias. However, the development of pretend games has been found to correlate with performances in previous examples along with performances in false belief duties, which also test the child's understanding of mental representation. Children start passing the wrong belief duty around the age of 4 years.
A third capability is related to social representation, in which the child is able to represent another's mental representation, such as desire, thoughts, and feelings. This ability arises when a child is about 5 years old. This allows the child to take the perspective of others and strengthen their understanding of the thoughts and beliefs of others. At this age, children are aware of the subjectivity of pretending. The ability to take perspective is also important in the ability of individuals to work together and work with others. It is a complex representational skill because it requires the child to have representational representation. Children also need to remember that the representations they hold are not their own. When a child is involved in role playing, they engage in simulations in which they put themselves in a mental state of character.
Other capabilities, common concerns, are related to social references. Both mind theory and pretense require certain levels of interaction and communication with others. Common concern includes the ability to follow referral directives, eye views, or other individual point of view. When children participate in mock games with other individuals, they are asked to share the same prejudiced prejudices about objects and situations as other individuals. For example, when pretending to travel, the two children are expected to know that the chair they are sitting represents the car seat. Children show more examples of mutual concern in mock games than in other non-symbolic playing activities.
Counterfactual reasoning
Counterfactual thinking is the ability to conceptualize alternative results in the same situation. Studies support that children between the ages of 4 and 6 are better able to conceptualize alternative outcomes when the situation is unrealistic or arranged in a mock context. Children also perform better when the situation is open. When the situation already has results, the child finds it difficult to make alternative concepts. The same factor between counter-contextual reasoning and pretend play is that both encounter situations that divert from actual events.
Autistic spectrum disorder
Individuals with autism show a great delay in mock play. This delay correlates with their inability to pass a false belief duty at the age of 4 years. Another delay found in children with autism is language delays. This language delay has been linked to mock games, so children with autism involved in the game pretend to have more advanced language skills.
Executive function
The executive function refers to a specific set of cognitive operations that include inhibitory control, working memory, and cognitive flexibility. Inhibitory control is mainly associated with mock play, especially when playing that involves substitution of objects such as pretending a stick is a sword. It is usually the child's ability to inhibit the true identity of an object to treat it with a mock identity that varies with age and what attributes to be ignored, the form and/or function of the child. Overall, previous research has shown that pretend play can improve the executive function of the child, but whether pretending or some other part of the activity such as practicing creating a story or building a castle is responsible is still an open question.
Learning and knowledge acquisition
Playing ostensibly is not only related to the development of general cognitive abilities and strengthening existing knowledge, but recent research has investigated how children learn new knowledge during pretend play. While children do not create new knowledge of themselves, while pretending with others, children make judgments about the generalization of unknown information introduced by others in a mock context. This assessment affects the extent to which children believe that information applies and reflects the real world. There are a number of factors known to influence this assessment including fantastic themes used in mock worlds as well as credibility of other play participants.
Emotions
At the age of three, children are generally able to distinguish fantasy and pretense from reality, but there are a number of reasons why children may confuse the two. In some cases, it seems as if children can not manage their emotions, especially fear, and this leads to what may seem like a confusion between reality and pretense, like monsters hiding in their toy trays. Negative emotions such as fear and anger also seem to have a negative effect on the tendency of children to believe that an event may be real or imaginary and more or less likely to actually occur in reality.
Previous knowledge
From the early age of 15 months, the children show an understanding of the pretense and expectation of reality as reflected in pretense. Occasionally, pretend play may involve animals, objects, or places little known or unknown to the children, and any information about these subjects introduced during a mock game is easily associated with the subject. However, when the child has some knowledge of the problem of pretense, such as becoming familiar with the lion's behavior, and new information is introduced that contradicts their knowledge, just as lions eat animal crackers, they tend not to learn it. information generally applies to lions outside the context of mock games and may even be resistant to the premise in pretense as well. In fact, the extent to which the mock context is more or less connected to reality, such as how realistic the task is or whether the characters are the ones that the child may face, affects how likely the child is to learn the generalizations of the mock game.
Credibility and trust
Children do not treat all new information equitably, and the fact that a number of factors-specific situations and sources influence how likely children believe that information is true or applicable to reality just like in a mock game. When playing with adults, children show a general tendency to believe in the truth of information, although the extent to which the conflict is contrary to what they already know or believe will still influence how far they will generalize the information to reality. However, during several sessions of play with someone, how reliably or accurately the information from that person in the past will have a proportional effect on how likely the child will trust the new information. Also other adult or associate attributes may affect a child's assessment. Children have proven to be sensitive to socio-economic gestures and differences. Children also see the relative attitude of the informant to the perceived group, whether it is the group involved in a larger game or social group identified by the child, and will show a bias towards information stemming from an attitude that is not in conflict with the majority. Overall, children, while biased to trust adults, still apply a rational assessment of new information introduced during a mock game that influences their tendency to believe how much information it generalizes in reality.
See also
References
Source of the article : Wikipedia
0 Comments