A Review and Critique of Smilansky's Classification Scheme and the “Nested Hierarchy” of Play Categories

Takhvar, Mehri; Smith, Peter K.

doi:10.1080/02568549009594792

Cited by 9 publications

(9 citation statements)

References 25 publications

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“…These correlational data (also evident when play measures of the subsample with playmates were analysed) seem to indicate that the two play scales used in this study evaluate similar aspects of complexity in child play. These findings also seem to support Parten's (1932) findings of increasing levels of interactive play skills with increasing age and Piaget's (1962) theory regarding the development of symbolic play with increasing intellectual development, maturation and age (Takhvar and Smith, 1990).…”

Section: Utility Of Play Measuressupporting

confidence: 82%

“…It should be noted that Takhvar's longitudinal research investigated play, behaviours of a sample from a similar age group as the children in the present study. Although there are arguments to the contrary (Takhvar and Smith, 1990) and the immaturity of both solitary and parallel play have been questioned, evidence of age differences in solitary, parallel and functional play appear to demonstrate the 'sequential, development hierarchies' (Rubin and Krasnor, 1980) of the Parten/Piaget scale.…”

Section: Play Measures As a Function Of Age Sex And Sesmentioning

confidence: 95%

“…Given the large proportion of time pre-school children spend on play (Takhvar and Smith, 1990), the focus on play activities is justified. Children's social and cognitive development may be assessed by examining differences in their mean play scores (social/cognitive and sociodramatic play levels).…”

Section: Purposementioning

confidence: 99%

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Relationship of play and language patterns among Singaporean pre‐school children in homes and classrooms

Lim¹

1994

International Journal of Early Years Education

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Section: Utility Of Play Measuressupporting

confidence: 82%

Section: Play Measures As a Function Of Age Sex And Sesmentioning

confidence: 95%

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Relationship of play and language patterns among Singaporean pre‐school children in homes and classrooms

Lim¹

1994

International Journal of Early Years Education

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“…In many of the published reports using these categories, object play has been subsumed under the constructive category. Further, the nested scheme is often used as an exhaustive system to describe children's classroom behavior, and all observed and coded behavior (even that which might not meet our definition of play) is subordinated to these categories (see Takhvar and Smith 1990 for a critique of the nested scheme). Consequently, in studies using this scheme all interactions around objects are probably coded as constructive play, thus inflating estimates of time spent in constructive play.…”

Section: Object/constructive Playmentioning

confidence: 99%

The ontogeny and phylogeny of children’s object and fantasy play

Pellegrini

Bjorklund

2004

Hum Nat

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We examine the ontogeny and phylogeny of object and fantasy play from a functional perspective. Each form of play is described from an evolutionary perspective in terms of its place in the total time and energy budgets of human and nonhuman juveniles. As part of discussion of functions of play, we examine sex differences, particularly as they relate to life in the environment of evolutionary adaptedness and economic activities of human and nonhuman primates. Object play may relate to foraging activities. Although fantasy play has been viewed as limited to humans, we speculate that certain types of fantasy play may be present in some nonhuman primates. Fantasy play may enable juveniles to see situations from different perspectives. We conclude that fantasy play may have immediate effects and object play may have deferred effects.

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“…Preschoolers engage in significantly more functional and constructive play than dramatic play or games with rules (Rubin & Maioni, 1975). Moreover, constructive play occupies over 50% of children's free time in preschool (Rubin et al, 1976). Because of interest in the role of play in the development of linguistic, cognitive, and social skills, most of the research on children's play has concentrated on the early childhood period between 2 and 6 years of age (Takhvar & Smith, 1990). This is not surprising because play represents a good deal of children's activities during the preschool years and reflects differentiated patterns of cognitive and social growth.…”

Section: Mixed-age Socializationmentioning

confidence: 99%

Social-Cognitive Play Behaviors and Playmate Preferences in Same-Age and Mixed-Age Classrooms Over a 6-Month Period

Roopnarine

Ahmeduzzaman

Donnely

et al. 1992

American Educational Research Journal

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Social and cognitive modes of play were observed in two mixed-age classrooms of 3-and 4-year-olds, two classrooms of 3-year-olds, and two classrooms of 4-year-olds during the fall and again 6 months later in the spring. Observations were conducted during twelve 5-minute sessions at Times 1 and 2. Analysis revealed that there were significant age differences in the play behaviors of children in the same-age but not in the mixed-age classrooms. Three-year-olds in the two sets of classrooms differed on parallel-dramatic, cooperative-dramatic, solitary-manipulative, and cooperative-constructive play; 4-year-olds in the two classroom arrangements differed on solitary-dramatic, cooperative-dramatic, cooperative-constructive, and parallel-manipulative play Few significant changes were observed in children's play in either set of classrooms. There was greater gender segregation in same-age classrooms and little age segregation in mixedage classrooms. The data are discussed with respect to early childhood education practice. at MOUNT ALLISON UNIV on June 26, 2015 http://aerj.aera.net Downloaded from JAIPAUL L. ROOPNARINE is an associate professor of child studies and early childhood education in the Department of Child and Family Studies at Syracuse University, Syracuse, NY 13244-1250. His specialization is peer and parent-child relationships and care-giving in diverse cultures. MOHAMMAD AHMEDUZZAMAN is an assistant professor of child development in the Department of Individual and Family Studies at Central Michigan University, Mt. Pleasant, MI 48858. His specialization is parent-child relationships in diverse cultures. SEANNA DONNELY is a graduate student in communications in the Department of Human Development at the University of Kansas, Lawrence, KS 66044. Her specialization is television and young children. PREETI GILL is an assistant professor of early childhood education in the Department of Curriculum and Instruction at Northwest Missouri State University, Maryville, MO 64468-6001. Her specializations are parent-child relationships across cultures and early childhood education. KRISTEN DINGLER is a graduate student and LAUREN ARKY and ANDREA MENNIS are undergraduate students at

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A Review and Critique of Smilansky's Classification Scheme and the “Nested Hierarchy” of Play Categories

Cited by 9 publications

References 25 publications

Relationship of play and language patterns among Singaporean pre‐school children in homes and classrooms

Relationship of play and language patterns among Singaporean pre‐school children in homes and classrooms

The ontogeny and phylogeny of children’s object and fantasy play

Social-Cognitive Play Behaviors and Playmate Preferences in Same-Age and Mixed-Age Classrooms Over a 6-Month Period

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