Play Theories: A contemporary review

Mellou, Eleni

doi:10.1080/0300443941020107

Cited by 54 publications

(17 citation statements)

References 21 publications

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“…Play has been used as an indicator of positive arousal and well-being in non-human primates [Baldwin & Baldwin, 1974;Biben & Champoux, 1999;Lancy, 1980;Loy, 1970;Mellou, 2006;O'NeillWagner et al, 1994;Parr & Hopkins, 2000;Spinka et al, 2001]. Moreoever, Norscia and Palagi [2011] found reduced rates of scratching following play in common marmosets, suggesting that play serves as a tension-reduction mechanism.…”

Section: Introductionmentioning

confidence: 94%

Scratching under positive and negative arousal in common marmosets (Callithrix jacchus)

Neal

Caine

2015

American J Primatol

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Scratching has been widely used as an indicator of anxiety in many primate species. However, a handful of studies have shown no change in scratching under anxiety-provoking circumstances. In addition, the existing literature has investigated scratching only in relation to negative arousal (i.e., anxiety), even though anxiety and excitement (positive arousal) share important physiological and behavioral correlates, including increased heart rate, blood pressure, and locomotion. In the current study, we scored all instances of scratching in 11 outdoor-housed captive common marmosets (Callithrix jacchus) during three contexts that were intended to be negatively arousing and three contexts that were intended to be positively arousing during a baseline, manipulation, and post-induction period. Summed across the three negative arousal contexts, the results showed that subjects exhibited significantly lower scratching rates during the manipulation than during either the baseline or post-induction periods, and the pattern of means was the same for all three of those contexts. Under the three contexts of positive arousal, subjects exhibited different patterns of scratching rates during the manipulation periods (play = increases, foraging = decreases, food anticipation = no change). Data from the current study, and a close examination of data from studies showing no change in scratching under anxiety-provoking circumstances, suggest that the anxiety-scratching relationship may be more complex than has been reported previously. Our results raise a potential concern about the unchallenged use of scratching as a behavioral indicator of anxiety in captive non-human primates, with important implications for welfare and management of these species.

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Section: Introductionmentioning

confidence: 94%

Scratching under positive and negative arousal in common marmosets (Callithrix jacchus)

Neal

Caine

2015

American J Primatol

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“…While not defined in any clear-cut manner, some terms recur repeatedly when theoreticians and researchers try to delimit the phenomenon of interest. These terms include: aimlessness, an end in itself, spontaneous, pleasurable, fun, activity, exploration, manipulation, problem-solving, lack of purpose, and non-utility (Jackson and Angelino 1974;Mellou 1994;Wood and Bennett 1997). However, keeping to the Wittgensteinian (1953) notion of 'family resemblances', we can expect some of these features, though not all of them in a single case, to be present in the kinds of activities traditionally referred to as 'play'.…”

Section: The Notion Of Playmentioning

confidence: 98%

Learning to play in a goal-directed practice

Wallerstedt

Pramling

2011

Early Years

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This study concerns the relationship between learning and play. On the basis of sociocultural theory, some ideas are put forward about how this relationship can be conceptualised in the context of goal-directed practice. Empirical data from primary school with children 6-8 years old are used to illustrate and discuss this conceptualisation. It is suggested that learning and play need to be seen as intrinsically interwoven, and that children's play is contingent on their learning, more particularly the cultural tools they have appropriated or are in the midst of appropriating.

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“…Bu gelişiminin boyutlarından biri de çocuğun toplumsal gelişimidir. Mellon (1994) oyun çocukların kendi kendileriyle ve dış dünyayla etkileşimlerini sağlamaktadır. Çocuklar toplumun kurallarını paylaşmayı, işbirliğini, başkalarına yardımı ve problemlere farklı çözüm yolları getirebilme becerilerini bu sayede öğrenmektedirler (Saracho, 1987).…”

Section: Oyun Ve Bilişsel üSlup Arasındaki İlişkiunclassified

The Relationship Between Cognitive Styles and Play Behaviour of 5–6 Years Old Kindergarden Children

Karaman¹

2009

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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ABSTRACT. The purpose of the research is to investigate the relationship between cognitive style and observed behaviour which according to cognitive and social play classification 5-6 years old children. The sample were 30 children who were 5-6 years of age, 19 girls, 11 boys. Pearson correlation's were (r) used to investigate the relationship between cognitive style of children and frequency of play; level of communication ability and leadership characters. In order to see the difference between field dependent / independent cognitive styles children in term of their frequencies of play; level of communication ability and leadership characters Mann Whitney U test has been used. Moreover, to see the difference between dependent / independent children in term of social play Kruskal Wallis H test has been used. No significant differences were found between field dependent/independent children in the measures of frequencies of play, level of communication ability and leadership characters, children in the study were 5-6 years old who mostly engage dramatic play due to their developmental characteristics.Keyword: Kindergarden children, cognitive style, play * Assist.Prof. Baskent University, Faculty of Education, neslihanguney@yahoo.com Neslihan GÜNEY KARAMAN 164 SUMMARY Purpose and Significance:The aim of the research is to investigate the relationship between cognitive style and observed cognitive and social behaviour of 5-6 years old children. Play is not only playful for children it is also one of the most important factors of emotional, social and cognitive development. Cognitive style of children provides insight about social relationships and their play behaviour which is very important part of their live as well. This research is a descriptive study on investigate the relationship between cognitive style and play behaviour of 5-6 years kindergarten children. The variables in the research are cognitive styles, play categories, and play behaviours in each play category and social play.Methods: The sample was consisted of a total of 30 children (19 girls, 11 boys) within age range 5-6 years. The mean age of the group was 5 years 7 months.In this research for cognitive style "Children's Embedded Figures Test" has been used. Children's Embedded Figures Test consisted of 25 items: an 11 item tent series in which a cut-out simple figure resembling a tent was embedded in a complex stimulus figure; and a 14 item house series in which a cut -out simple figure resembling a house had to be found in the complex stimulus figure. "Play Rating Scale" has been developed in order to be able to observe children's play behaviour. Play Rating Scale indicates children's play behaviours in the physical, block, manipulative and dramatic play areas which include four subscales. Each play category consists as: a) children's frequency of play, b) communication of ideas, c) levels of socialization, d) leadership proficiency.Two observes provided r: 0.87 coherence between independent observes which an indicator of reliability is. Observ...

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Play Theories: A contemporary review

Cited by 54 publications

References 21 publications

Scratching under positive and negative arousal in common marmosets (Callithrix jacchus)

Scratching under positive and negative arousal in common marmosets (Callithrix jacchus)

Learning to play in a goal-directed practice

The Relationship Between Cognitive Styles and Play Behaviour of 5–6 Years Old Kindergarden Children

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