Uncategorized kimiko | 01 Mar 2008 07:29 pm
week 7
Reflect on your favorite play activities (this could be from your childhood or adulthood). With the concepts presented in the readings, discuss possible opportunities that play provided for learning. Post your writing below:
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on 05 Mar 2008 at 8:56 pm 1.katherine_ahern said …
Playing music with my friends is my favorite play activity these days. My experience fits Vygotsky’s ideas of guidance - my saxophone player has been playing jazz for 18 years and has a lot of performing and booking experience, I am the novice in the scenario, and I learn so much more (and much more quickly) working and problem-solving with her than I did in piano lessons.
Rogoff’s description of Piaget’s “scale of values” and the need for a common language or translation reminds me of jazz scales, where two musicians need to play in the same key to sound good and progress as musicians.
Applying my adult experiences to childhood learning might be a mistake, though - I have friends who were under tremendous pressure to play piano as children, and their experience probably would fit more into the rushing, pressure-cooker environment Zigler dislikes so much.
on 05 Mar 2008 at 9:29 pm 2.jonathan_brack said …
One of my favorite growing up, and even now as an adult, is playing video games. Throughout my childhood, I always played some type of video games – sports games, action-adventure games, strategy games, etc. I would play games by myself, with my older brother or with a larger group of friends.
The readings for this week stressed the importance of play in terms of childhood development. I do think that my experiences playing video games did play a significant role in my development – particularly in terms of language skills, perspective taking, memory and creativity as Zigler and Bishop-Josef point. For example, almost everything that I know about golf I owe to my playing of the game Tiger Woods PGA Tour. In the hours of playing this game I was able to develop knowledge about the game of golf – social norms, key language terms, the rules, etc. I have then been able to take that knowledge and have conversations with people about golf from somewhat of an informed perspective – certainly more than I prior to playing the game.
And If I think about Vygotsky and Piaget’s emphasis on the social aspect of learning and play video games played a central role in my own development. As I competed with my friends in sports games, played my brother to the death or as we work together to defeat the villain/enemy in the game, etc. I can now recognize the valuable social development skills that I gained from this experience.
Playing video games certainly gave me a sense of control and agency that I felt like I didn’t get in the classroom or as the youngest in my family. Hirch-Pasek and Golinkoff highlight this as a key aspect of play. Though I now don’t play video games nearly as much, I feel that my engagement with these games was formative to my intellectual and social development.
on 05 Mar 2008 at 10:28 pm 3.liz_goodman said …
For a few years — probably between four and seven — I played with a little boy who was the child of some friends of my parents’. We were almost exactly the same age, so we were often thrown together to play. I don’t remember all of our rituals, but we repeated the same games again and again. One — our longtime favorite — was called Circus McGurkus, inspired by the Dr Seuss book called “If I Ran the Circus,” in which a little boy imagines that he runs a fantastic circus. By the time I remember playing it, we were probably a little too old for the book, but the game was a classic.
Here’s how it worked: my friends’ parents had a room with a soft shag rug and a large sofa with a number of very firm block-shaped cushions. We would pull all the cushions off the couch, then use them to build an apparatus for each act. We’d imagine the act as we built the space for it, then perform it — which inevitably left us breathless and dizzy, with cushions scattered everywhere. Then we’d pick up the cushions (which were only a little smaller than we were) and create another act. The cushions were firm enough to be used as giant building blocks, but soft enough to collapse without hurting us when we fell on them. You could stack one atop another, or even stand on them.
We had clearly understood the point of the book: that there’s no end to the things you can imagine. While the initial point of departure was always the imaginary circus, the blocks supported a kind of divergent play in which each act could be unique. The most basic lesson was one we’d learned much earlier: how to endow the physical forms of the blocks with symbolic meaning, and to use that meaning to motivate our own actions. But there were other lessons, too. The Seuss book we drew on had lots of wordplay; we tried to make our descriptions of circus acts equally funny. In that sense, the book might have functioned as a Vygotskian set of rules, which gave us a representational structure within which to improvise pretend play. The circus game also brought social development through collaboration. Not only did we have to work together to build the circus ring, but usually we had to decide who would take which part (for example, lion tamer and lion). Since there were no parents around, we had to learn how to work together as peers to jointly construct an act we both would enjoy. we learned together both how to best put the blocks together (as I remember, some configurations were more stable than others) and how to fit a story to what we wanted to do with the blocks (climb them, jump on them, hide behind them, etc). Because the blocks were so big and so soft, it was hard to make a story that would end up with us seriously hurt. At the same time, the circus narrative framework pushed us to take physical chances and test how daring we could be. For both of us, as only children, the playing together must have provided some necessary social interaction on weekends.
Reading Zigler, I can’t help but wonder whether, if we were kids today, we still would have gotten those hours of unstructured, unsupervised play.
on 05 Mar 2008 at 10:44 pm 4.kevin_lim said …
My freshman dorm was a hovel of gamers. If we weren’t at our own machine howling about “cheap kills” in a first-person shooter, we were crammed in one person’s room getting rowdy to “Mario Kart.”
Like Jon, I really felt the social aspect of play really helped me learn, and also perhaps more profoundly, to teach (which, reflecting back on the earlier weeks, really grooved some basic spatial and strategic skills in my mind). We were a pack of wolves. On the one hand, we learned about what was cool and not cool in the context of competitive speech. We didn’t just talk trash. There was a limit to where the play world co-opted the bounds of the normal social world.
on 05 Mar 2008 at 11:42 pm 5.hsin_hsien_chiu said …
On of my favorite play activities is playing Chinese chess, “Xiangqi”. The idea of the game is very similar to the western chess, having two teams compete each other. The major difference between Xiangqi and western chess is the appearance of pieces. Unlike the pieces of western chess having various geometries, the pieces of Xiangqi come with the same form but only have different Chinese character on it.
(Here is related information: http://en.wikipedia.org/wiki/Xiangqi)
Xiangqi is one of the most popular traditional activities in Chinese society. Many people play the game as part of daily entertainment. My family prefers to play especially during the Chinese New Year or children’s summer and winter vacation. I started to play Chinese chess when I was 4 years old. At that time, though I hadn’t studied the exact meaning of each Chinese character shown on top of each piece, I could recognize each Chinese character as an abstract image and learn how different piece could be “played” in the game. The major motivation for playing Chinese chess for me is the eager for participating into family activities. When playing the game, except the main players, other family members, neighbors, and friends all gather together, watching the game, or drinking tea around the group as another way of participating in the activity. Except the game itself, it contains many social and cultural values as well.
When I try to recall the memory as a child to play Chinese chess, it is actually very close to my experience when taking the TUI class last semester in terms of learning programming. Since I don’t have any programming background, the start point to learn programming is to recognize a series of code as an “image” and observe how they could be “functional” in the program. When I tried to look into other colleague’s scripts, it reminds me the experience as an observer of a Chinese chess game, learning how these abstract relationship interact each other. Consequently, it could be an interesting approach to apply chess game as a metaphor for learning abstract subjects, such as logical thinking.
on 05 Mar 2008 at 11:59 pm 6.seungwan_hong said …
Hide and Seek
After reading A Multiplicity of Intelligences by Howard Gardner
Gardner determines multiple intelligences(MI) includes comprehensive understanding about a topic or a goal and problem treating under realistic condition. In my experiences, among many children’s plays, “Hide and Seek” was one of good examples for Gardner’s model.
First of all, “Hide and Seek” required a sense of comprehensive decision. To find a perfect place to hide, I and other friends might imagine playground’s environmental conditions such as locations of chimneys, walls, and opening doors.(Analyzing environmental contexts) According to hiding friends’ locations and their reactions about a seeker, I had to think improvisational tactics- run or keep hiding.(Analyzing social reactions) I also had to determine objects for camouflage in playground’s context such as clothes’ patterns or boxes’ shapes.(Situational reconstruction)
Usually, the playgrounds for “Hide and Seek” were based on real situations such as near alleys or friends’ houses. Without understanding such real objects, survival was very difficult. In alleys, we might understand spatial scale of chimneys, colors of doors, and materials of walls. Such understanding about real environment was also beneficial for making a sense of safety. In addition, “Hide and Seek” helped us to increase various abilities. The play included improvisational social tactics, physical training, and self-control ability, and checking spatial quality.
on 06 Mar 2008 at 12:23 am 7.jon_breitbart said …
much of my play experiences as a child had to do with some sport or athletic activity. these experiences represented a wide range in level of structure or guidance. for example, i played organized sports like t-ball, and baseball in little league, as well as youth basketball, and tennis. i went to summer camps, as well. but as a young child, much of this play took place in our driveway, where we had a basketball hoop and stone wall. i would play basketball with my parents and my sister. sometimes we would play games (like one-on-one or HORSE, in which one player would see if he/she could imitate the shots the other person took). and sometimes we would just practice or shoot around. often times, i would imagine different set plays or game situations in my mind and act them out - doing them over and over again until i got them right!
i would also play baseball in our yard and driveway. i would play catch with my dad and sister and we would practice fielding different kinds of hits. but i would also play imagined games by myself in my driveway. i would pick a stone on the wall and imagine that it was where i was supposed to throw the ball to the imaginary hitter i was pitching to. i would throw the ball and it would bounce off the wall in all sorts of different angles, depending on exactly where it hit the wall. i would then try to field the ball as it bounced back towards me and i would imagine what the result would be in the game. i would spend hours doing this, as it helped me practice my throwing accuracy, my fielding reactions, and would entertain me to no end. i would create whole games in my head and act them out, happy to be just throwing the ball against the wall by myself until it got dark.
these sports experiences represent a combination of the piagetian and vygotskian perspectives, it seems. i certainly benefited from my experiences with others who were more expert than me at the activities. my father was especially good at guiding my learning in these sports, providing me with just the right combination of encouragement and challenge - helping me to become confident in my abilities and to always attempt to improve. no matter what, though, the focus was always on having fun. on the other hand, the times that i spent alone or with my sister also helped me immensely, developing my creativity and cooperation skills. spending time alone in the driveway taught me how to take advantage of the environment, using objects like the stone wall that normally would have been unrelated to the activity at hand and adapting them and integrating them into my play. i think the structure i received from “experts” provided some guidelines or boundaries and helped me focus my activities, yet i was still encouraged to be imaginative and creative in my own ways and it was this combination that made these play environments so beneficial and so much fun.
on 06 Mar 2008 at 2:34 am 8.aylin_selcukoglu said …
My family isn’t really the “game” type, sports or otherwise. Growing up I remember playing backgammon pretty often in Turkey, some Scrabble, and a dice game once in a while, but not much else except for Frustration. Frustration is this card game, I believe similar to Contract Rummy, aka Shanghai Rummy (http://www.pagat.com/rummy/ctrummy.html). As far back as I can remember my family has played the game. I don’t quite remember who initially taught it to my parents but they in turn passed it on to my neighbors and close friends of the family.
Being the youngest (with an eight year age gap between me and my next sibling), I always wanted to do whatever my sister was doing and playing Frustration was no exception. I was even more motivated because not only was she playing but so were my parents and all of our friends whenever they would come over. I started off by just watching everyone play and then I progressed to being on a team with an adult (or my sister). This interaction made me think of Vygotsky’s model where he places importance on “sociocultural influences” and explains how “tasks that are difficult for the child to learn alone can be mastered if the child is guided by someone who is skilled at the task.” Playing alone (without any initial guidance by an adult partner) I never would have picked up on the subtle strategy that goes along with the game.
Eventually towards the end of my elementary school years I wanted to start playing on my own. I even made my mom get me these card holders because my hands were too small to hold all 12 cards at once. Even now my family still plays Frustration. I think growing up playing it really fueled my love to get together and play Texas Hold ‘em with my friends now or, even moreso, mah jong.
This idea of preschools and kindergartens only developing cognitive skills and “teaching to the test” really saddens me. I was SHOCKED at the statistic included about how “the number of children held back in kindergarten in Chicago quadrupled from 1992 to 2001″….who gets held back in KINDERGARTEN! That’s just absurd! How could someone do that? I just can’t imagine such a scenario.
Playing Frustration helped me learn so much more than just the cognitive skills required to form sets and runs. I gained skills in turn taking, listening, self-regulating my behavior, multitasking, adapting, observing subtle patterns (in others’ behaviors), just to name a few.
The idea of “teaching to the test” has always bothered me, especially as it seems to be more and more the focus each year I go back to visit my high school. No longer can students take “Romance and Tragedy” or “Satire and Comedy” for English (classes I loved), but instead they have to take something that will prepare them more for standardized testing. Ugh. I can’t believe such things are even being considered at the preschool and kindergarten level!
on 06 Mar 2008 at 4:11 am 9.andy_carle said …
Much like Kevin’s, my undergrad dorm was a major haven for gaming. There were constantly first-person shooters, real-time strategy, and other computer games being played on the building LAN. But, of more significance to me was the time huddled around consoles. We spent many hours with very large groups gathered near the Gamecube, playing great games like Smash Bros. and the N64 playing Mario Kart. But one game created an environment unlike any I’d seen before or have seen since: Animal Crossing.
In the Fall 2002 semester I purchased Animal Crossing for the Gamecube without thinking much of it. It seemed like some silly fun and something I hadn’t tried before. To quickly summarize, the game is a life simulator, in which you play as an inhabitant of a small town. You begin the game with a house (with a mortgage) and a small collection of items. From there, it is up to you to gather more items and earn money by collecting valuable items around town and doing chores for your non-player character neighbors. You can get progressively more impressive addons for your house and character, along with building collections of fossils, bugs, fish, and other random items.
What really made the original Animal Crossing interesting, though, was its social component. Your town could be inhabited by three other players that had access to your console. You could also go visit other towns that were stored on other memory cards that could be plugged into the console. It is from this affordance that the insanity began in my dorm.
Within the first week of my owing the game, at least 30 people on my floor had created Animal Crossing characters on my console. We had 10 or so towns running on 10 different memory cards, each purchased by a different resident of the floor. While these numbers are unimpressive by modern MMO standards, you have to bear in mind that only one person could play the game at a time, and to do so you had to be sitting in front of my TV with my Gamecube.
Each player took great pride in their character and their town, and wanted to gather as many interesting items to show off as they could. As you can imagine, this created tremendous demand for my Gamcube and my dorm room. To further exacerbate the problem, many of the rarest finds in the game were only available at specific times of day – often early in the morning or late at night. The demand on my dorm room was such that there was always someone there. Regardless of whether my roommate and I were at class, eating, out on the town, sleeping, etc. there were always people in the room playing Animal Crossing.
You can imagine the opportunities for social learning that arose from this situation. Some of these “opportunities” were more hostile than others, but on the whole I think our floor really banded together as a community as a result of the game. We all learned some things about time management, etiquette, and functioning as a group of friends through the experience. Eventually interest in the game waned – but many of us are still great friends to this day.
on 06 Mar 2008 at 7:09 am 10.jessica_kline said …
Snail Racing
My younger sister and I loved racing snails on the sidewalk in front of our house. This play activity wasn’t just handpicking the best competitors and lining them up across a sidewalk crack. Rather, it consisted of designing an exciting course (including puddles, sticks, and items from our afternoon snack), replacing competitors (some crushed by the front tire of my neighbor’s tricycle, some in perpetual hiding, and some that just disappear-leaving behind only trail of ooze), and creating a fun atmosphere (lined with other snails as spectators). The play materials used for snail racing are divergent, in that they don’t have a designated outcome or an exact use. However, unlike the divergent materials discussed in the Hirsh-Pasek and Golinkoff reading, many of these play materials had no intended use as a learning material. (My parents didn’t purchase an assortment of pinecones and rocks and scatter them in the front yard for our learning purposes). Interestingly enough, snail racing and other play outdoors provided the most wonderful learning environment; they required imagination. Snails became race cars and goldfish crackers, puddles, and leaves became fishing excursions in the middle of Lake Tahoe.
on 06 Mar 2008 at 8:51 am 11.anirban_sen said …
I was fortunate to have grown up in a school system that allowed for playtime and recess. Too often these days, the idea of recess is undervalued and is not considered a part of the learning process. I remember evolving from playing ‘Cops and Robbers’ in the early grades to playing much more sophisticated and organized games like kickball in the later grades of elementary school. I do believe that the insight and experiences that I gained from playing during recess helped me to look at the world around me in a much more analytical way, and I also learned to question the class instruction. My parents always allowed me to ask questions and to satisfy my curiosity through first hand experience and play. This made me curious about what I was being taught in class and to ask questions if I was not sure of something. I also remember being allowed to go out to play with my friends for at least an hour every day. One thing that is only lightly touched upon in the ZIgler paper is that play is often very therapeutic as it allows the child to truly apply what he or she has learned through playing, to a social situation. It allows the child to separate the classroom learning that he ‘has’ to do from the more interesting real life hands on ‘play’
Growing up, I did not have much opportunity for solo play because my brother was my constant companion in all that I did. This drives home the idea of play being a social activity to me first and foremost. Therefore, I have always associated playing with “someone” not “something”. Therefore, I believe that play also allows the child an education of how to interact with others in society and to get lessons on norms and values of the community that he or she lives in.
on 31 Mar 2008 at 6:16 pm 12.pierre_tchetgen said …
In this post, I’d like to continue on Week 6 when I mentioned imagination and role-playing games as some of my favorite while in kindergarten. This was because it was the one thing we did at school that reminded me of good times at home with my brother, playing competition games, telling stories or living out fantasies using whatever toys, objects and devices we had at our disposal. This kind of play taught me to look at my surroundings with a critical eye, as well as learn to see things from others’ point of view (a benefit attributed by many to video games today). As Ani points out about games often being social, it’s interesting that I never truly enjoyed playing when my brother was not present, but rather had to forgo the usual fun extravaganza for a more embellished monologue story at times.
Other extracurricular play, like soccer or horse-back-riding helped me learn also, but in a different way. Whereas the semi-structured games I would engage in with my brother usually involved tinkering or re-purposing things through imagination or role-play, soccer and horse-back-riding required effort in learning and embodying concepts like balance, team spirit, determination or fearlessness. I only played video games briefly (honestly I think now it was more peer pressure or envy which led me to pestering my parents to buy me a sega genesis for Christmas), still I didn’t really think about these games as learning, as I specifically picked up the control at times when I wanted to ‘check out and release’ from the usual reality (this intent would remain when I would again play on my study breaks in college). This being said, I think that the affordances of video games as they are being envisioned today provide much greater affordances for learning than did Fantasia or Tetris.
on 03 Apr 2008 at 9:40 pm 13.maryanne_berry said …
Even though the question is about activity, for me it is a question about place. My happiest memories of play were at the beach in New Hampshire. Playing at the beach was fun because there were countless things to do. When the tide was out the sand itself was a great canvas on which we could draw pictures or write our names or section off a court or diamond for playing games. We could play together and when we got tired of each other we could wander off and look for shells, starfish, seaglass. We could jump in the waves or sit on a striped towel drinking lemonade and listen to the Red Sox. In terms of activity, I think it was the freedom to choose that made the experience compelling. The only clock at the beach was the tide, coming in and going out. It was also the shared joy–all those strangers in their ridiculous swimsuits–of people being together without needing to work or figure things out. There was danger too–the waves seemed so big or someone said they’d seen a shark. The more I think about it, the more I think of Montessori–and nature, the invisible teacher.
on 27 Apr 2008 at 5:08 pm 14.sally_maki said …
I think one of the most powerful lessons I learned in the reading is how the kids who were taught something, and couldn’t immediately do it, would give up. But the students who were allowed to play and figure things out on their own wouldn’t. Even though I am 23 years old, I feel as though I still experience this phenomenon in my education today.
Although I always thought of myself as a mechanical toy kind of person, a sciency person who hated dolls, now that I think about it one of my favorite and most time consuming play activities was playing with “dolls”. However they were never Barbie dolls or baby dolls. I loved playing with those little trolls. They were stored in a shoebox, so that became their “house”. Or if I was in school I would use my pens, pencils, erasers and things like paperclips as characters. The lids were kind of like space-man helmets for the pens. Other objects would become mountains or caves or spaceships.
I think one of the reasons I liked playing with these characters so much was that I was so extremely shy when I was young, and I could learn about social interaction through playing with these made up characters. I also preferred to play alone with the dolls, maybe so I wouldn’t be “taught” or judged, and wouldn’t get discouraged.
I think it is amazing that despite believing I was a math and science kid all the way up until my first year of grad school was over, that I’ve turned into a social person who studies mostly social things. Psychology, sociology, economics, social systems, organizational behavior and education have started dominating my studies and my curiosities. Perhaps all thanks to the trolls with the little jewels in their bellies
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