Play and Social Interaction in Middle Childhood

Abstract

Play is important to the optimum development of children during their middle childhood years. Unfortunately, though there is abundant research evidence showing that play supports young children's social, emotional, physical, and cognitive development, it has often been ignored or addressed only minimally (Fromberg and Bergen 2006). However, when young adults are asked to recall their most salient play experiences, they typically give elaborate and joyous accounts of their play during the ages of eight to 12 (Bergen and Williams 2008). Much of the play they report involves elaborate, pretense scripts conducted for a long duration at home, in their neighborhood, or in the school yard. The respondents report that they either personally played the roles or used small objects (action figures, cars, dolls) as the protagonists. They also report games with child-generated rules that they adapted during play. For example, they might have had bike-riding contests or played a baseball-like game that uses fence posts for bases and gives five-out turns to the youngest players. These young adults believed that their middle childhood play helped them learn skills, hobbies, and often career decisions that influenced their later, adult experiences. For many children, the opportunities for such freely chosen play are narrowing. Much of their play time at home has been lost to music, dance, or other lessons; participation on sport teams (using adult-defined rules); and after-school homework or test preparation sessions. At the same time, many schools, especially those considered to be poor performers, have reduced or eliminated recess (Pellegrini 2005). Often, the only outdoor time in the school day is the 10 to 15 minutes left from a lunch period, with rules such as no running allowed. Thus, the importance of play during middle childhood must be reemphasized by educators who understand why it facilitates skilled social interaction, emotional regulation, higher cognitive processing, and creativity. DEFINING MIDDLE CHILDHOOD PLAY At any age, for an activity to count as play, it must be voluntary and self-organized. Children identify an activity as play when they choose it, but they define the same activity as work when an adult chooses it for them (King 1992). Play differs from exploring an object because such exploration answers the question: What can it do? In contrast, play answers the question: What can I do with it? (Hutt 1976). Play in middle childhood continues to include practice play (repeating and elaborating on the same activities, often in the service of increasing skill levels), pretense (using symbolic means to envision characters and scenarios, using literary and other media experiences, as well as real-life experience sources), games with rules (revising existing games or making up elaborate games that have negotiated rules), and construction play (building and designing structures or artistic works). All of these types of play show increasing abilities to deal with cognitive, social, and emotional issues, as well as increases in physical skills. The rules of play apparent as children oscillate between negotiating the play scenarios and seamlessly entering into the activities, whether in selecting teams and rules for game play or borrowing media characters to become the pretend characters. Script theory, a kind of grammar of play (Fromberg 2002), outlines this oscillating collaborative process. The play process develops throughout the middle childhood years with 1) props becoming more miniaturized, 2) play episodes more extended, 3) language more complex, 4) themes more coherent, and 5) physical prowess more refined. THE VALUE OF MIDDLE CHILDHOOD PLAY As the memories of young adults testify, play continues to be very valuable during the middle childhood years. Social and emotional competence, imagination, and cognitive development are fostered by many types of play. …