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Besides changing objects meaning in play provides a

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Besides, changing objects meaning in play provides a new sense to children and allows them to act differently during play. Implications Since families play a huge in infant and children play, individuals ought to strive hard to promote imaginative play within their families since it brings a new sense to children and will make them act differently during play. Title of the Chapter: Classical and developmental theories of play Fleer, M. (2017). Classical and developmental theories of play. In Play in the early years Cambridge, UK: Cambridge University Press. Purpose/s This chapter serves to provide an understanding that models and theories inform what individuals see and expect and how they ought to work with young children to support their play in various settings. Besides, the author, in this chapter, provides an overview of four classical play theories, Piaget’s play model, and other play developmental models. Main or key point/s The author has carried out an in-depth discussion of the various models that have been and will continue to be significant in informing pedagogy from birth until the age of 8. Numerous examples have been used throughout the chapter, and the examples illustrate how play models guide on what individuals look for, what they expect to see, and how their plans on working with children
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various settings. The classical play theories discussed in this chapter are Spencer's Surplus energy play theory, Lazarus' relaxation and recreation play theory, Groos' practice play theory, and Hall's recapitulation play theory. Theoretical perspectives and/or assumptions Founded on the developmental theory, all the models used by the author portray play as stages of development. The author illustrates that these stages progress from early forms of object or functional play to a certain form of social pretend or imaginary play. In this chapter, age, rather than culture, is vital to identifying when specific play stages happen. Conclusions The author concludes by identifying that the classical play theories, developmental play models, and Piaget's theory of play have a significant effect on play practice. In all the models used, the author concludes that age is a substantial element since it is applicable in defining all the stages of play practice. Implications The four classical play theories, developmental play models, and Piaget's theory are vital in the study of play practice amongst children. Thus, this brings the sense that more research on these models ought to be carried out by educators to understand children play better.
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