第二章游戲與兒童身心發(fā)展

1、Question:Discuss the relationship between play and development.Some views:There are three ways to consider the relation of play with development. Play may serve as a window on the childs development, revealing the current status of the child in various areas. That is, play simply reflects developmen

2、t. Play may reinforce development. 1. Play can serve as an instrument of developmental change; play can result in development. How do you think of play and development? Could you give any examples ? Play is an important part of a healthy, happy childhood, and playful adults are often highly creative

3、, even brilliant individuals. 第一節(jié)第一節(jié) 游戲與兒童認(rèn)知發(fā)展游戲與兒童認(rèn)知發(fā)展Play and Cognitive development一、游戲與兒童語言發(fā)展（一、游戲與兒童語言發(fā)展（Play and language）二、游戲與兒童智力發(fā)展（二、游戲與兒童智力發(fā)展（play and Intelligence）三、游戲與兒童問題解決（三、游戲與兒童問題解決（play and PROBLEM SOLVING）There is persuasive evidence that symbolic play and language are associated du

4、ring toddlerhood 一、游戲與兒童語言發(fā)展（一、游戲與兒童語言發(fā)展（Play and language）pretend play is associated with language development, particularly syntactical（句法的） complexity. Older preschool and kindergarten-age children also gain valuable language practice by engaging in play Bruner (1983) contends that the most compl

5、icated grammatical and pragmatic（實(shí)用主義的） forms of language appear first in play activity 1、游戲促進(jìn)幼兒語音的發(fā)展、游戲促進(jìn)幼兒語音的發(fā)展一、游戲與兒童語言發(fā)展（一、游戲與兒童語言發(fā)展（Play and language）2、游戲促進(jìn)幼兒詞匯和語法的發(fā)展、游戲促進(jìn)幼兒詞匯和語法的發(fā)展3、游戲促進(jìn)語言表達(dá)能力的發(fā)展、游戲促進(jìn)語言表達(dá)能力的發(fā)展1、繞口令游戲：、繞口令游戲：貓和小貓大貓毛短，小貓毛長(zhǎng)，大貓比小貓毛短，小貓貓和小貓大貓毛短，小貓毛長(zhǎng)，大貓比小貓毛短，小貓比大貓毛長(zhǎng)。一匹布比大貓毛長(zhǎng)。一匹布 一瓶醋

6、肩背一匹布，手提一瓶醋，一瓶醋肩背一匹布，手提一瓶醋，走了一里路，看見一只兔，卸下布，放下醋，去捉兔。走了一里路，看見一只兔，卸下布，放下醋，去捉兔。跑了兔，丟了布，灑了醋。跑了兔，丟了布，灑了醋。 2、手指游戲：、手指游戲：一個(gè)手指點(diǎn)點(diǎn)點(diǎn)一個(gè)手指點(diǎn)點(diǎn)點(diǎn) (伸出一個(gè)手指點(diǎn)寶寶伸出一個(gè)手指點(diǎn)寶寶) 兩個(gè)手指敲敲敲兩個(gè)手指敲敲敲 (伸出兩只手指在寶寶身上輕敲伸出兩只手指在寶寶身上輕敲) 三個(gè)手指捏捏捏三個(gè)手指捏捏捏 (伸出三只手指在寶寶身上輕捏伸出三只手指在寶寶身上輕捏) 四個(gè)手指撓撓鬧四個(gè)手指撓撓鬧 (伸出四只手指在寶寶身上輕撓伸出四只手指在寶寶身上輕撓) 五個(gè)手指拍拍拍五個(gè)手指拍拍拍 (兩個(gè)手

7、對(duì)拍兩個(gè)手對(duì)拍) 五個(gè)兄弟爬上山五個(gè)兄弟爬上山 (從寶寶的下身做爬山狀從寶寶的下身做爬山狀) 幾里古嚕滾下來幾里古嚕滾下來 (在寶寶身上從上往下?lián)显趯殞毶砩蠌纳贤聯(lián)? Sociodramatic play occurs when two or more children adopt roles and act out a story. This advanced form of pretend, play requires a considerable level of representational （象征性）（象征性）competence. 二、游戲與兒童智力發(fā)展（二、游戲與兒童智力發(fā)

8、展（play and Intelligence）Childrens knowledge and basic concepts increase geometrically during early childhood, and play can greatly facilitate使容易使容易, 促進(jìn)促進(jìn)this process. Immature concepts of space, time, probability, and causality can be tested and revised during play. Sociodramatic play and constructi

9、ve play have positive relationship with IQ scores. ？ （一）（一）play and creativity創(chuàng)造力創(chuàng)造力 Free play and children creativity 杰弗里杰弗里丹斯基實(shí)驗(yàn)（丹斯基實(shí)驗(yàn)（P14） Sociodramatic play and constructive play have positive relationship with IQ scores. 1、自由游戲能促進(jìn)兒童創(chuàng)造性思維的發(fā)展、自由游戲能促進(jìn)兒童創(chuàng)造性思維的發(fā)展 2、不同游戲性質(zhì)對(duì)兒童創(chuàng)造力的形成和發(fā)展有影響、不同游戲性質(zhì)對(duì)兒童創(chuàng)造力

10、的形成和發(fā)展有影響 1）擴(kuò)散性游戲有利于幼兒創(chuàng)造力的形成和發(fā)展）擴(kuò)散性游戲有利于幼兒創(chuàng)造力的形成和發(fā)展 2）假象游戲?qū)和胂笮运季S有促進(jìn)作用）假象游戲?qū)和胂笮运季S有促進(jìn)作用 3）象征性游戲是兒童從具體思維向抽象思維過渡的重要）象征性游戲是兒童從具體思維向抽象思維過渡的重要途徑（以物代物的出現(xiàn)）途徑（以物代物的出現(xiàn)） 3、創(chuàng)造性游戲行為與發(fā)散性思維和創(chuàng)造性思維有關(guān)，存在性、創(chuàng)造性游戲行為與發(fā)散性思維和創(chuàng)造性思維有關(guān)，存在性別差異別差異 ？（二）（二）OPERATIONAL THINKING（操作性思維）（操作性思維） Conservation（守恒）（守恒） refers to the u

11、nderstanding that certain properties of objects, Such as quantity and number, do not change in spite of perceived transformations. Role playing help children aware that their make-believe role back to their real identity at any time. Make-believe transformations can help some children perform better

12、 on conservation tasks. 實(shí)驗(yàn)：讓幼兒用夾鉗取出塑料盒中的彩色粉筆，盒子的門用實(shí)驗(yàn)：讓幼兒用夾鉗取出塑料盒中的彩色粉筆，盒子的門用“J”形鉤子鉤??；提供長(zhǎng)短不一的棍子和形鉤子鉤??；提供長(zhǎng)短不一的棍子和“C”形夾鉗工具。形夾鉗工具。結(jié)果表明：游戲組在完成任務(wù)中有較明確的目標(biāo)，主動(dòng)性、結(jié)果表明：游戲組在完成任務(wù)中有較明確的目標(biāo)，主動(dòng)性、堅(jiān)持性較好。堅(jiān)持性較好?？梢?，游戲環(huán)境有利于幼兒思考問題和處理問題。可見，游戲環(huán)境有利于幼兒思考問題和處理問題。三、游戲與兒童問題解決（三、游戲與兒童問題解決（play and PROBLEM SOLVING）It appears that t

13、he play-problem-solving relationship is affected by both the nature of the play and the problem being solved. （游戲的性質(zhì)（游戲的性質(zhì)和要解決的問題會(huì)影響兒童在游戲中的問題解和要解決的問題會(huì)影響兒童在游戲中的問題解決）決）第二節(jié)第二節(jié) 游戲與兒童社會(huì)性發(fā)展游戲與兒童社會(huì)性發(fā)展 Play and Social development游戲有助于兒童社會(huì)性能力的獲得游戲有助于兒童社會(huì)性能力的獲得一、游戲與規(guī)則一、游戲與規(guī)則二、游戲與自我意識(shí)二、游戲與自我意識(shí)1、游戲與、游戲與“去自我中心去自

14、我中心”2、游戲與換位思考、游戲與換位思考三、游戲與合作三、游戲與合作四、游戲與親社會(huì)性行為四、游戲與親社會(huì)性行為游戲與社會(huì)性發(fā)展總述：游戲與社會(huì)性發(fā)展總述：The social environment is an important influence on childrens play. Children learn attitudes and skills needed for play from their parents and from other children. Parents and peers may also encourage certain types of pla

15、y behavior and discourage others. 游戲與社會(huì)性發(fā)展總述：游戲與社會(huì)性發(fā)展總述：The social practices of parents, peers, and teachers can affect children s play. Conversely, play has a key role in social development by providing a context in which children can acquire many important social skills such as turn taking, sharin

16、g, and cooperation, as well as the ability to understand other peoples thoughts, perceptions感感知知,感覺感覺, or emotions. Thus, while the social environment influences play, play also affects childrens ability to get along in the social environment.一、游戲與規(guī)則（一、游戲與規(guī)則（Play and Rules） In sociodramatic社會(huì)性扮演社會(huì)性扮

17、演 play, the rules become much more complex. For example, once children adopt a role, their behavior must be consistent一致的一致的, 調(diào)和的調(diào)和的within that role. If their behavior becomes inappropriate, such as a baby acting like an adult, the other players will usually issue造成造成.結(jié)果結(jié)果a sharp reprimand.申斥申斥二、游戲與

18、自我意識(shí)發(fā)展（二、游戲與自我意識(shí)發(fā)展（Play and self-concept ） 1、游戲與去自我中心、游戲與去自我中心 Children are the egocentric nature of their thought. In the sociodramatic play, children act out a variety of roles,eg. baby, parent, firefighter and doctor. And gradually they realize others thoughts and feelings.That is to say, play pr

19、omote perspective taking development. Play and SOCIAL COMPETENCE(游戲與社會(huì)能力）游戲與社會(huì)能力）2、游戲與換位思考（、游戲與換位思考（PERSPECTIVE TAKING ）Perspective taking is the ability to see things from other peoples points of view. It involves understanding what other people see (visual perspective taking), think (cognitive per

20、spective taking), and feel (affective fektv 情感的情感的perspective taking or empathy empi移情作用移情作用. These abilities have an important role in social and moral development and social competence. vSociodramatic play may have an important role in the development of childrens perspective-taking abilities and

21、social competence. While engaging in group dramatizations, children act out a variety of roles. A child might, on different occasions, take on the role of a baby, parent, grandparent, firefighter, and superhero. 游戲幫助幼兒游戲幫助幼兒“去自我中心去自我中心”，逐漸學(xué)習(xí)從他，逐漸學(xué)習(xí)從他人的角度看問題人的角度看問題 1、理解他人、理解他人 2、自我調(diào)適、自我調(diào)適 3、合作、協(xié)調(diào)、合作、

22、協(xié)調(diào)三、游戲與合作（三、游戲與合作（Play and Cooperation） In group dramatic play, children often need to plan activities together.For example, they might agree that Jane will be a doctor, Judy a nurse, and Joy a sick patient. It might be decided that a pencil will be used as if it were a thermometer mmt(r) （溫度計(jì)）（溫度計(jì)）

23、, and a narrow cylindrical slndrkl（圓柱形）（圓柱形）block will be a syringe srnd （注射器（注射器). The children must also make cooperative decisions about the story sequence. The type of joint planning requires cooperation and give and take. Children who do not go along with the groups consensus（共識(shí)（共識(shí)) are often e

24、xcluded from the play.游戲與同伴關(guān)系游戲與同伴關(guān)系 1、游戲的類型影響了同伴關(guān)系的發(fā)展游戲的類型影響了同伴關(guān)系的發(fā)展 6個(gè)月：相互觀望觸摸、哭泣個(gè)月：相互觀望觸摸、哭泣 半歲后：有意向的互動(dòng)增多半歲后：有意向的互動(dòng)增多 1歲左右：互動(dòng)，表現(xiàn)為攻擊性、沖擊性的歲左右：互動(dòng)，表現(xiàn)為攻擊性、沖擊性的 1-2歲之間：物體中心階段歲之間：物體中心階段簡(jiǎn)單相互作用簡(jiǎn)單相互作用 階段階段互補(bǔ)的相互作用階段互補(bǔ)的相互作用階段 2歲：同伴游戲取代親子游戲，社會(huì)性游戲增歲：同伴游戲取代親子游戲，社會(huì)性游戲增多多 2、游戲促進(jìn)了兒童的同伴交往、游戲促進(jìn)了兒童的同伴交往四、游戲與親社會(huì)行為（四、

25、游戲與親社會(huì)行為（Play and Prosocial behavior ） 親社會(huì)行為主要是指對(duì)他人有益或?qū)ι鐣?huì)有積極影響的親社會(huì)行為主要是指對(duì)他人有益或?qū)ι鐣?huì)有積極影響的行為，比如幫助、分享、合作、安慰、捐贈(zèng)、同情、關(guān)心、行為，比如幫助、分享、合作、安慰、捐贈(zèng)、同情、關(guān)心、謙讓、互助等，心理學(xué)家把這一類行為稱為親社會(huì)行為。謙讓、互助等，心理學(xué)家把這一類行為稱為親社會(huì)行為。 第三節(jié)第三節(jié) 游戲與兒童情緒情感發(fā)展游戲與兒童情緒情感發(fā)展 Play and Emotional development通過了解游戲與壓力應(yīng)對(duì)的關(guān)系來解讀游戲有助于兒通過了解游戲與壓力應(yīng)對(duì)的關(guān)系來解讀游戲有助于兒童積極情

26、感的形成。童積極情感的形成。According to Sutton-Smith, Play is a medium that is self-enabling. Play and fantasy give the child a chance to be powerful and the master of circumstances.環(huán)境, 詳情, 境況游戲能豐富幼兒積極的情緒體驗(yàn)。STRESS AND COPING壓力應(yīng)對(duì)壓力應(yīng)對(duì)Elkind (1981) has stated that play is an antidote解毒劑解毒劑, 矯矯正方法正方法to hurrying. Chi

27、ldren play to release the stress they build up from all the pressure exerted on them by socialization agents in todays fast-paced society. Children, according to popular current views, are under pressure to grow up fast. 游戲能宣泄幼兒消極的情緒體驗(yàn)。STRESS AND COPINGDinosaurs恐龍恐龍 have great symbolic significance they are big