Play – characteristics and theories of Play

Play is one of the universal general tendencies in man and a broad feature of human mind.
It is the life urge of the child. In the common perception, play is equated simply with
physical exercise. But from the psychological point of view, play is more than just physical
exercise as through play many mental and social traits are developed. Macdougall has
interpreted play as the expression of mental energy. According to P. Nunn, play is the
manifestation of the creative impulse of the individual. Through play the creative urge of the
child is satisfied. There is also make-believe in play. According to Drever, play gives pleasure
and delight to the child. Professor Gullick said that play is a spontaneous pleasurable activity
creative in nature and having some intrinsic end behind it. Thus, he following can be
considered as the characteristics of Play :
1. Play is an innate, universal and general tendency in man.
2. This free and spontaneous behaviour is essentially creative, although marked by
imitation and repetition.
3. Play indirectly directs and disciplines the child’s behaviour.
4. Play is essentially creative.
5. Play is a kind of process. During play the child lives in his own world.
6. Play is an end in itself.
7. Through play the child’s body and mind develop freely and harmoniously and varied
qualities & efficiencies are acquired.
8. Joy is the soul of play.
Thus, play is a joyful, spontaneous and creative self-activity in which the individual finds his
fullest self-expression.

Theories of Play :
The nature of play can properly be understood if we go through the various theories of play.
The main theories are the following –
1. The Surplus Energy Theory : It was first proposed by Schiller and later elaborated by
Herbart Spencer. According to this theory, an individual in his infancy possesses
more energy than is needed by him for his life-activities. So, the amount of physical
energy possessed by him to sustain his life-activities are not fully spent. The extra
physical energy finds outlet through play.
2. The Recreation Theory : This theory, advocated by Lazarus, a German thinker, holds
that play is meant for recuperation of lost energy and recreation of damped spirit. It
is an effective antidote to mental fatigue. Lost energy is regained through play. This
view was contradicted by Percy Nunn, who said that this explanation is insufficient as
the child under the influence of play not only continues the activity which has
wearied him, but actually puts twice as much vigour into it.

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 3. The Anticipatory or Rehearsal Theory : This theory was first suggested by
Malebranche and developed by Karl Groos. According to this theory, play anticipates
the serious activities of adult life. The child practices, rehearses and experiments
with the future activities of his life. Nature prompts the child to experiment. Play is
nature’s mode of education.
4. The Recapitulation Theory : Stanley Hall advocates this theory. According to it, play
is really the recapitulation of the activities of our remote ancestors. Hide-and-seek,
chasing, stone-throwing, fascination with caves,, all remind us of our racial history
which we have long left behind. Hall thinks that Groos’s theory is partial, superficial
and perverse, since it ignores the past where lie the key to all play activities. It over-
emphasises the role of heredity, neglects environmental influences and the child’s
freedom of will and makes him a slave to his primitive impulses.
5. The Cathartic Theory : Ross is the exponent of this theory. According to this theory,
play provides an outlet for the repressed instincts and emotions, for the unfulfilled
desires and pent-up feelings. Repression is bad for mental health. Play restores
mental balance by purging out repressed impulses. Freud, too, holds that the child
satisfies his repressed impulses and desires through play.
6. The Rivalry Theory : This theory was advocated by Macdougall. According to this
view, we express our propensity of rivalry and competition through play. But this
theory cannot explain all forms of play and as such it is only partial and can be
included in the Cathartic Theory.
7. The Theory of Life-activity : This theory was furnished by John Dewey and Froebel.
This theory asserts that self-activity is the very breath of life. The child’s self-activity,
his life-urge, finds expression in play. Play is his activity, play is his life. Froebel
regards spontaneous self-activity and play of the child as synonymous.
These various theories of play are complementary rather than contradictory. The theory of
surplus energy may be reconciled with the cathartic theory if we accept energy in the sense
of psychical energy connected with the expression of life-urges, instincts and emotions of
the child. Again, the instincts and emotions purged in play are what we inherit from our
ancestors as racial endowments. Thus the recapitulation theory is reconciled with the
cathartic theory. Reminiscent play purges the instincts in a profitable way. The forms of play
may often be repetitions of some of the past stages in our racial history, but they have a
definite future reference and are of direct value for adult life. The racial habits of instincts
find expression in play and while being sublimated they prepare us for a civilised form of
future life and help to keep us civilised when we are grown up.