МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РФ
ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ
БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ
ВЫСШЕГО ОБРАЗОВАНИЯ
«ВОРОНЕЖСКИЙ ГОСУДАРСТВЕННЫЙ
УНИВЕРСИТЕТ»
Остренко А.А.
Соловьёва И.Ю.
Горчакова Е.П.
SOCIO-EMOTIONAL DEVELOPMENT
IN EARLY CHILDHOOD
Учебно-методическое пособие для вузов
2017
Стр.1
ПОЯСНИТЕЛЬНАЯ ЗАПИСКА
Учебно-методическое пособие «Socio-Emotional Development in Early
Childhood» предназначено для самостоятельное работы студентов первого и
второго курса Воронежского госуниверситета дневной формы обучения,
обучающихся по следующим направлениям: психология, психологопедагогическое
образование.
Целью данной работы является развитие у студентов необходимого
уровня профессиональной коммуникативной компетенции для решения
социально-коммуникативных задач в областях профессиональной и
научной деятельности. Пособие также призвано обеспечить развитие
информационной культуры, расширение кругозора и повышение общей
культуры студентов, воспитание уважения к духовным ценностям разных
стран и народов.
Пособие состоит из 5 разделов, обзорных тестов и списка литературы.
Для каждого раздела определены: тематика учебного общения, проблемы
для обсуждения и типичные ситуации для всех видов устного и
письменного речевого общения. В центре каждого раздела - текст, в ходе
работы с которым отрабатываются рецептивные и продуктивные виды
речевой деятельности. Тексты, являющиеся основой каждого раздела,
аутентичны и актуальны для начального этапа профессионального
общения. Пособие содержит большое разнообразие заданий,
стимулирующих самостоятельную работу студентов.
В завершающую часть работы в рамках каждого урока входят пересказ
основных положений текста, обсуждение ключевых моментов темы урока,
написание эссе в рамках пройденной темы. Все упражнения рассчитаны на
формирование умений и навыков, необходимых для осуществления
различных видов речевой деятельности, а также на развитие письменной
коммуникации.
На каждый раздел рекомендуется отводить 4 - 6 академических часов,
хотя в зависимости от уровня подготовленности студентов программа
может меняться.
Авторы надеются, что данное пособие будет соответствовать
принципам коммуникативной направленности, культурной и
педагогической целесообразности, интегративности и одновременно
автономии студентов в процессе овладения иностранным языком, а также
позволит студентам соответствовать уровню выпускных требований по
дисциплине «Иностранный язык» с учетом специфики вуза и потребностей
студентов.
2
Стр.3
incongruity
practitioner
movement
curiosity
description
multidimentional
solitary
associative
pretense/symbolic
essential
therapeutic
onlooker
adjustment
transaction
Exercise 2. Read the following adjectives and give their equivalents in Russian:
cognitive
parallel
cooperative
unoccupied
contemporary
elaborate
sensorimotor
practice
constructive
frequent
incongruous
Exercise 3. Match the adjectives given above with the nouns from Ex. 1. Make
as many phrases as possible
Exercise 4. Read the following verbs and give their equivalents in Russian:
to engage in
to provide
to describe
to practice
to transform
to experience
to cope with
to work of
to substitute
to shift
READING
1. Read the Text. Match the headings with the following paragraphs and
put them in right order:
1) Types of Play.
2) Play’s Functions.
3) Parten’s Classic Study of Play.
2. Fill in the gaps in the text with the words from the boxes.
TEXT 1
Part 1
Practice , essential, peers, practice, adjustment, imaginary , cognitive, provides,
substitutes, novelty, crucial, work off, curiosity
Play is______ to the young child’s health. As today’s children move into the
twenty first century and continue to experience pressure in their lives, play
becomes even more ______. Play increases affiliation with ______, release
tension, advances cognitive development, increases exploration, and provides a
5
to emphasize
to examine
to combine
to lend
to pretend
to participate
Exercise 5. Match the verbs given above to phrases from Ex. 3
Стр.6
safe haven in which to engage in potentially dangerous behavior. Play increases
the probability that children will converse and interact with each other. During
the interaction, children ______ the roles they will assume later in life.
For Freud and Erickson, play was an especially useful form of human
_______, helping the child master anxieties and conflicts. Because tensions are
relieved in play, the child can cope with life’s problem. Play permits the child to
_______ excess physical energy and to release pent-up tensions. Play therapy
allows the child to work off frustration and is a medium through which the
therapist can analyze the child’s conflicts and ways of coping with them.
Children may feel less threatened and be more likely to express their true feelings
in the context of play.
Piaget (1962) saw play as a medium that advances children cognitive
development. At the same time, he said that children’s ______ development
constrains the way they play. Play permits children to practice their competencies
and acquired skills in a relaxed, pleasurable way. Piaget believed that cognitive
structures need to be exercised, and play _______ the perfect setting for his
exercise. For example, children who have just learned to add or multiply begin to
play with numbers in different ways as they perfect these organizations, laughing
as they do so.
Vygotsky (1962) also believed that play is an excellent setting for cognitive
development. He was especially interested in the symbolic and make-believe
aspects of play, as when a child ______ a stick for a horse and rides the stick if it
were a horse. For young children, the ______ situation is real. Parents should
encourage such imaginary play, because it advances the child’s cognitive
development, especially creative thought.
Daniel Berlyne (1960) described play as being exciting and pleasurable in
itself because it satisfies the exploratory drive each of us possesses. This drive
involves _______ and a desire for information about something new or unusual.
Play is a means whereby children can safely explore and seek out new
information something they might not otherwise do. Play encourages this
exploratory behavior by offering children the possibilities of _______,
complexity, uncertainty, surprise, and incongruity.
Part 2
Frequent, engage, play, lending, elaborate
Many years ago, Mildren Parten (1932) developed an _______ classification
of children’s ______. Based on observations of children in free play at nursery
school, Parten arrived at these play categories:
Unoccupied play. In most nursery schools, unoccupied play is less ______ than
other forms of play.
6
Стр.7
Solitary play. The child seems engrossed in the activity and does not care much
about anything else that is happening. Two- and 3-year old engage more
frequently in solitary play than older preschoolers do.
Onlooker play. The child may talk with other children and ask questions but does
not enter into the play behavior. The child’s active interest in other children’s
play distinguishes onlooker play from unoccupied play.
Parallel play. The older children are, the less frequently they _______ in this
type of play, although even older preschool children engage in parallel play quite
often.
Associative play. In this type of play children seem to be more interested in each
other than in the tasks they are performing. Borrowing or _______ toys and
following or leading one another in line are examples of associative play.
Cooperative play. Children’s formal games, competition aimed at winning, and
groups formed by the teacher for doing things together are examples of
cooperative play. Cooperative ply is the prototype for the games of middle
childhood. Little cooperative play is seen in the preschool years.
Part 3
Involved, exploration, incongruities, pretend, exploration, challenge, to
transform, contemporary, practioners, constructive, to participate, transactions,
emphasize, fantasy, engage, multidimensional, substituting, movement,
description, incongruous, coordinated, researchers, shift, combines, popularity.
Parten’s categories represent one way of thinking about different types of
play. However, today researchers and ______ who are ______ with children’s
play believe other types of play are important in children’s development.
Whereas Parten’s categories ______ the role of play in the child’s social world,
the _______ perspective on play emphasizes both the cognitive and social aspects
of play. Among the most widely studied types of children’s play today are
sensorimotor/practice play, pretense/ symbolic play, social play, constructive play
and games. We consider each of these types of play in turn.
Sensorimotor play. The development of sensorimotor play follows Piaget’s
________ of sensorimotor thought. Infants initially engage in exploratory and
playful visual and motor ________ in the second quarter of the first year of life.
By 9 months of age, infants begin to select novel objects for _______ and play,
especially those that are responsive, such as toys that make noise or bounce. By
12 months of age, infants enjoy making things work and exploring cause and
effect. At this point in development, children like toys that perform when they act
on them.
In the second year, infants begin to understand the social meaning of objects,
and their play reflects this awareness. And 2 year old may distinguish between
exploratory play that is interesting but not humorous, and ‘playful’ play, which
7
Стр.8
has _______ and humorous dimensions. For example, a 2 year old might ‘drink’
from a shoe or call a dog a ‘cow’. When 2 year olds find these deliberate
________ funny, they are beginning to show evidence of symbolic play and the
ability to play with ideas.
Practice play. Sensorimotor play, which often involves practice play, is
primarily confined to infancy, while practice play can be engaged in throughout
life. During the preschool years, children often _______ in play that involves
practicing various skills. Estimates indicate that practice play constitutes about
one-third of the preschool child’s play activities, but less than one-sixth of the
elementary school child’s play activities. Practice play contributes to the
development of _______ motor skills needed for later game playing. While
practice play declines in the elementary school years, practice play activities such
as running, jumping, sliding, twirling, and throwing balls or other objects are
frequently observed on the playgrounds at elementary schools. These activities
appear similar to the earlier practice play of the preschool years, but practice play
in the elementary school years differs from earlier practice play because much of
it is ends rather than means related. That is, elementary school children often
engage in practice play for the purpose of improving motor skills needed to
compete in games of sports.
Pretense/symbolic play. Between the 9 and 30 month of age, children
increase their use of objects in symbolic play. They learn _______ objects –
______ them for other objects and acting toward them as if they were these other
objects. For example, a preschool child treats a table as if it is a car and says,
“I’m fixing the car”, as he grabs a leg of the table.
Many experts on play consider the preschool years the “golden age” of
symbolic/pretense play that is dramatic or socidramatic in nature. This type of
make-believe play often appears at about 18 month of age and reaches a peak at 4
to 5 years of age, then gradually declines. In the early elementary school years,
children’s interests often ______ to games. Catherine Garvey (1977) has spent
many years observing young children’s play. She indicates that three elements
are found in almost all of the pretend play she has observed: props, plot, and
roles. Children use objects as props in their pretend play. Hildren can _______ to
drink from a real cup or from a seashell. They can even create a make-believe
cup from thin air, if nothing else is available. Most pretend play also has a story
line, though the plot may be quite simple. Pretend play themes often reflect what
children see during their lives, as when they play family, school or doctor.
_______ play can also take its theme from a story children have heard or a show
they have seen. In pretend play, children try out many different roles. Some roles,
like cowgirls or Superman, come from fantasy.
Social play. Parten’s categories, which we described earlier, are oriented
toward social play. Social play with peers increases dramatically during the
preschool years. In addition to general social play with peers and group pretense
8
Стр.9
or sociodramatic play, another form of social play is rough-and-tumble play. The
_______ patterns of rough-and-tumble play are often similar to those of hostile
behavior (running, chasing, wrestling, jumping, falling, hitting), but in roughand-tumble
play these behaviors are accompanied by signals such as laughter,
exaggerated movement, and open rather than closed hands that indicate that this
is play (Bateson, 1956).
Constructive play _______ sensorimotor/practice repetitive activity with
symbolic representation of ideas. Constructive play increases in the preschool
years as symbolic play increases and sensorimotor play decreases. In the
preschool years, some practice play is replaced by constructive play. For
example, instead of moving their fingers around and around in finger paint
(practice play), children are more likely to draw the outline of a house or a person
in the paint (constructive play). Some ________ have found that constructive
play is the most common type of play during the preschool years. Constructive
play is also a frequent form of play in the elementary school years, both in and
out of the classroom. Constructive play is one of the few playlike activities
allowed in work-centered classrooms. For example, having children create a play
about a social studies topic involves constructive play. Whether such activities
are considered play by children usually depends on whether they get to choose
whether to do it (it is play) or whether the teacher imposes it (it is not play), and
also whether it is enjoyable (it is play) or not (it is not play) (King, 1982).
Constructive play can also be used in the elementary school years to foster
academic skill learning, thinking skills that include humor, encourage playing
with ideas, and promote creativity (Bergin, 1988). Educators also often support
the performance of plays, the writing of imaginative stories, the expression of
artistic abilities, and the playful ________ of computers and other technological
equipment. However distinctions between work and play frequently become
blurred in the elementary school classroom.
Games. Preschool children may begin _______ in social game play that
involves simple rules of reciprocity and turn taking, but games take on a much
more salient role in the lives of elementary school children. In one investigation,
the highest incidence of game playing occurred between 10 and 12 years of age
(Eiferman, 1971). After age 12, games decline in ________, often being replaced
by practice play, conversations and organized sports (Bergin, 1988). In the
elementary years, games feature the meaningfulness of a challenge (Eiferman,
1971). This ________ is present if two or more children have the skills required
to play and understand the rules of game. Among the types of games children
engage in are steady or consonant games, such as tag, which are played
consistently; recurrent or cyclical games, such as marbles or hopscotch, which
seem to follow cycles of popularity and decline; sporadic games, which are rarely
played; and onetime games, such as hula hoop contests, which rise to popularity
once and then disappear.
9
Стр.10