Functional Play

When the child engages in play with toys or objects, using them for
their original purpose to explore the efect of their actions on the world
around them in repetitive ways (for example banging a stick on the ground or
building a tower of blocks and knocking it over). Children as young
as a few months old begin to engage in functional play (for example,
sucking on their toes and fngers).
his type of play can have learning and developmental
outcomes such as!
- exploring cause and efect relationships
- Attach social understanding to their actions and interactions
- Classify and recognise objects (e.g. begin to group things)
Sybolic Play
"ymbolic play begins to develop abstract thought and expressive language
through verbal and non#verbal communication. "ymbolic play is used
when a child begins to use their prior $nowledge and experiences to create
objects or social roles without these things actually being present (for example
using a block as a phone to pretend to speak to someone). %uring symbolic play
children use a range of verbal communication, testing and developing their language
in a range of imaginative situations. &ater on when children begin to play in groups
they engage in sociodramatic play, ta$ing on social roles and re'ecting these personas
in their language and communication with each other during the play.
&earning and %evelopmental (utcomes )ssociated with "ymbolic *lay!
- !otional "egulation # testing and exploring eotions and social personas
- $e%eloping control o%er their situation
- &sing prior 'no(ledge
- Shared intentionality # achie%ing coon group goals in their play
- &sing rich and expressi%e exaples of language
- )eing able to separate the present (real*concrete) fro their thin'ing (+aginati%e)
- Allo(s for responsi%e and (ell-planned social interaction
- )eginning to use abstract thought in the ability to tal' about or recognise soething
that is not actually %isible, for exaple iagining a person or object
+eference ,sed! %oc$ett, ". - .leer /. (0111). Play and Pedagogy in Early hildhood. 2arcourt, 3race - Company!
/arric$ville.
-he !arly .ears /earning Frae(or' ($!!0",
1223) de4nes play as...
Play is a context for learning that!
" allows for the expression of personality and
uni#ueness
" enhances dispositions such as curiosity and
creativity
" enables children to make connections between
prior experiences and new learning
" assists children to develop relationships
and concepts
" stimulates a sense of wellbeing.
(page 1)
Play provides a supportive environment where children can ask
#uestions, solve problems and engage in critical thinking. Play can
expand children$s thinking and enhance their desire to know and to
learn.
Play supports a
child5s learning in
eaningful (ays,
allo(ing the to
a'e sense of their
experiences and
interactions
Play supports a
child5s learning in
eaningful (ays,
allo(ing the to
a'e sense of their
experiences and
interactions
P/A.