Play is helful for the childs Growth and development. it helps to develop the gross motor and fine motor development.

1. PLAY
MR. ABHIJIT BHOYAR

2. INTRODUCTION
• Just as the adult works, so does the child play; it is
the business of the child.
• Through the play the child grows, develops learns,
learns and ultimately matures.

3. VALUES OF
PLAY
PHYSICAL
VALUE
INTELLECTUAL
VALUE
MORAL
VALUE
CREATIVE
VALUE
THERAPETIC
VALUE
SOCIALIZATION
VALUE

4. PHYSICAL VALUE
• Muscular and sensory
abilities are developed.
• Infants and young
children develop their
sensory abilities
through the tactile,
visual, auditory,
sensations derived from
playing with rattles,
balls and other toys.

5. • Toddlers and preschooler children enjoy large
muscles activities such as running, climbing and
exploring the environment.
• School age children organize their movements into
more complex forms such as riding bicycle,
climbing, racing.

6. INTELLECTUAL VALUES
• Children's learn the differences in shape, sizes,
colors, texture, numbers and name of the
objects.
• They learn to understand special relationship, to
do abstract thinking, to engage in problem
solving activities.
• Distinguish what is real and what is
unreal/fantasy.

7. MORAL VALUES
• Cultural values like honesty, integrity,
sportsmanship, and compassion are learn.
• They assume responsibility for their own actions.
• Should adhere to the group values and can be
expelled if they don’t.

8. CREATIVE VALUES
• Playing with material like clay, paper and finger
paints.
• Children are most creative when they are playing
alone.
• They carry their new discoveries to the outside
world of play.

9. THERAPEUTIC VALUES
• Play provide the release of stress and tension.
• Children express their emotions and test out
frightening situations in a way that peers and adult
can accept.
• They reveal themselves through play.

10. • Nurses can carefully observe the play of children
and determine needs, concern and feelings that
cannot be put into words.
• Children should be protected if they become
aggressive and should be guided into less
aggressive type of play.

11. SOCIALIZATION
• Social and emotional development is enhance
through play.
• When they play with adults, parents and peers they
develop social relationship.

12. CLASSIFICATION OF PLAY
Patterns of children's play can be
categorized according to content &
social character.

13. CLASSIFICATION OF PLAY
SOCIAL CHARACTER PLAY
1. Unoccupied behavior
2. Solitary independent
play
3. On looking play
4. Parallel play
5. Associative play
6. Co-operative play
(According to Parten &
Newhall)
CONTENT OF PLAY
1. Social affective play
2. Sense pleasure play
3. Skill play
4. Unoccupied behavior
5. Dramatic or pretend
play
6. Games

14. 1. UNOCCUPIED BEHAVIOR
• No play activity in the usual sense of the world.
• Lowest extend of social involvement.
• Child moves around randomly, crawl under a table
climb on & off a chair, follow another person, or
just stand alone fidgeting.

15. 2. SOLITARY INDEPENDENT PLAY
• Child plays alone and independent.
• Child does not acknowledge what others may be
doing in the area.
• He Is concentrating on play only
• Pre-toddlers & toddlers engage in this form of play

16. 3. ONLOOKER BEHAVIOUR
• The child watches others and does not become
engaged in their play
• He/she sits or stands near other children to here or
see what is going on
• May communicate with them
• But younger children exhibit more solitary and
parallel play

17. 4. PARALLEL PLAY
• A type of independent activity in which the child
plays with toys of either similar or identical to those
used by other children nearby.
• The child plays alongside others but not with them
• They may join or leaves such groups at will.
• Children of 2-3 years play in this manner
• Can be seen in early preschool years too

18. 5. ASSOCIATIVE PLAY
• Common along children from 3-4 years of age.
• Social interaction occurs between or among
children.

19. Characteristics of associative play
• Leading and following one another
• Lending and borrowing play things
• Controlling (who will be and who will not be allowed to
participate in the play)
• No attempts to organize the activity or to decide the play
tasks.
• So all engage in basically same things
• Interest lies in the association with others, not in the play
itself.

20. 6. CO-OPERATIVE PLAY
• Found in children after preschool age
• This is organized and children play in a group of
accomplishing and end to make something, to attain
connective goals, to dramatize situation of adults or group
life, or to play formal games.
• The groups is loosely formed, but there are marked sense of
belonging or not belonging.
• The leader and follower relationship is established.

21. CONTENT OF PLAY
•This involves physical aspects of the
play along with the social
relationships.
•It follows a directional trend of simple
to complex.

22. 1. SOCIAL AFFECTIVE PLAY
• Play begins with social affective play, where in
infants take pleasure in relationships with people.
• As the adults talk, touch, nuzzle, etc, to get
response from the infant the child soon learns to
provoke personal emotions / responses with such
behavior smiling, cooing or initiating games and
activities.

23. 2. SENSE PLEASURE PLAY
• A non social stimulating experience.
• Objects in the environment like light and color,
taste and odors, textures and conscious attract
children's attention, stimulates their senses and
give pleasure.

24. Pleasurable experiences are derived
from
•
handling raw materials (water, sand and food,
etc.),
from body motions (swinging, bouncing, rocking)
and
from other uses of senses and abilities (smelling,
humming).

25. 3. SKILL PLAY
• After infants develops the ability to grasp and
manipulates, they demonstrate and exercise their
newly acquired abilities through skill play.
• Determination to practice a skill may be evident
• Pain and frustration may be felt ( bicycle riding)

26. 4. Un occupied behavior
• Here children are not playful but focuses their
attention on anything that strikes their interest.
• Children may daydream, fiddle with clothes / other
objects or walks aimlessly
• This is different from onlooker play (who actively
observes others activity)

27. 5. DRAMATIC OR PRETEND PLAY
• Also known as symbolic play
• Begins in late infancy to preschool age
• By acting out events of daily life children learn and
practice the role and identifies, models by
members of their family and society.

28. Play can help children “talk” about
feelings that they do not know how
top verbalize.

29. BENEFITS OF PLAY
• STIMULATE EARLY BRAIN DEVELOPMENT
• IMPROVE INTELLIGENCE
• SPARK CREATIVE THINKING
• IMPROVE COMMUNICATION, VOCABULARY, AND
LANGUAGE
• PROMOTE IMPULSE CONTROL AND EMOTION REGULATION
• GROW SOCIAL COMPETENCE AND EMPATHY
• BETTER PHYSICAL AND MENTAL HEALTH
• TEACH LIFE LESSONS
• STRENGTHEN RELATIONSHIP WITH CARETAKERS AND
PEERS

30. NURSES RESPONSIBILITIES
Organize play activities
Flexibilities in play time
Play materials should be
placed in separate room.

31. NURSES RESPONSIBILITIES
Age appropriate play aricles
should be provided
Involves all members for play
Interact during play

32. NURSES RESPONSIBILITIES
Observe and records child behavior
Protect and guide children when
aggressive
Participate with children during play.
Teach the importance of play.

33. THANK
YOU