The child is using the same equipment (bucket) in two very different ways. On the one hand she is using the bucket to lift and carry some sand. Smilansky would call this play as the child has manipulated the materials in a purposeful ‘constructive’ way. However, this child is also using another bucket as a hat. Piaget would call this play as the child is pretending the bucket is something else. ‘symbolic’ The following table shows the relationship between the two cognitive play classification systems. Piaget’s and Smilansky’s play stages Child’s age Piaget’s play stages Smilansky’s play stages 0–two years Sensorimotor play: Functional play: Children use their motor skills This is form of repetitious play and senses to explore objects in where children explore and act their environment. They delight on objects in the environment in the repetitive use of their (including their own bodies). In physical and sensory skills. functional play, simple actions such as poking, dropping, banging and throwing are repeated. 18 months–two years Symbolic play: Constructive play: Children use one object to Children manipulate objects in represent another. Being able to purposeful ways to achieve do this signals a significant results. change in their thinking—it means that they now think using an internal representation or idea. Dramatic play: This is similar to Piaget’s symbolic play but also includes games of pretence (the children imagine and take on roles). With younger children, dramatic play begins with simple imitations of adult behaviours. From about age six with rules: Children play and take part in activities that are structured
The child is using the same equipment (bucket) in two very different ways. On the one hand she is using the bucket to lift and carry some sand. Smilansky would call this ‘constructive’ play as the child has manipulated the materials in a purposeful way. However, this child is also using another bucket as a hat. Piaget would call this ‘symbolic’ play as the child is pretending the bucket is something else. The following table shows the relationship between the two cognitive play classification systems. Piaget’s and Smilansky’s play stages Child’s age Piaget’s play stages Smilansky’s play stages 0–two years Sensorimotor play: Children use their motor skills and senses to explore objects in their environment. They delight in the repetitive use of their physical and sensory skills. Functional play: This is form of repetitious play where children explore and act on objects in the environment (including their own bodies). In functional play, simple actions such as poking, dropping, banging and throwing are repeated. 18 months–two years Symbolic play: Children use one object to represent another. Being able to do this signals a significant change in their thinking—it means that they now think using an internal representation or idea. Constructive play: Children manipulate objects in purposeful ways to achieve results. Dramatic play: This is similar to Piaget’s symbolic play but also includes games of pretence (the children imagine and take on roles). With younger children, dramatic play begins with simple imitations of adult behaviours. From about age six with rules: Children play and take part in activities that are structured