T h e Aiiii.iic.iii Joiirinil ol l ) n iipalioii.

il llicrjpy
l y V l , V o l . . \ X V . N o . 6, 2 75 2 H 0

Aii Aj)])ioacli l o P l a y a n d IMay D e v e l o p n i o i i !

Linila n o i e y , M . A , , ( ) . T . l l .

Coiuc'pis of iniiiiisw iiiolivatiori are ucknowledged as providing a rctevant Jraine of

refereiue fur ilie sliidy of pluy. í'lie rclalioiiship bciwecii play and iiiirinsic iiioimtíioii is
disciisscd and foiir mam principies are idenlified. One principie is selecied ii> establish ilie
major calegories of a sclieine for classificalion of develo¡)nienlal slitdies of play. A
developtnental classificalion of play behatior, from biillt lliroiij^li eleven years is
prcsenled in ¡wo cituris.

Il is l i m e l o tiike o i i l ol' h i d i n g a n d preseiil f o r T h e Play Phenomenüii

reconsideralioii a n i m p o i i a i i l comiioneiil o f
OLcnpalional Iherapy i n pedialiics - I h e role o l Play is oiic- o l t h e iiiosl l o m m o i i p i a c e u l c h i l i l h o o d
" p l a y l a d y . " I o r lliose o f y o n w h o m a y n o l b e p h e i i o n i e n a , y e t i¡ is singulaily ditliciill l o d e f i n e ,
familiar willi l l i i n role, Uie o c c n p a l i o n a l i h e r a p i s t , d e s c r i b e , a n d deliinil. A s S l o b i n says, " w h e n w e
willi liille sjiate aiul liaidly a n y b n d g e l , | a i r c h a s e d a e.xamine a sel o l b e h a v i o i s as o i i l s l a n d i n g as thal o f
laige c a í 1 a n d fllleil il w i l l i a l l k i n d s o l play m a l e r i a l s . p l a y , w e fmd o u i s e l v e s lace l o lace w i l h h i i n d r e d s o f
S l i e iised l o m a k e lici l o u n d s u n llic p e d i a l i i c w a r d s y e a i s o f a t t e m p l s l o iindersiaiul h u m a n b e h a v i o i . ' "
s l o p p m g b y each b c d , lalking wiili eacli cliild, a n d What is k n o w n a b o n i play is foiiiid in Ihe ( l i e o n e s o f
a l l e i n p l i n g l o fiiid s i n n e l b i n g i b a l h e miglil b e p l a y , i h e o r i e s o f p e i s u i i a l i t y , tlieories o f c o g n i l i o n ,
inleiesietl in jilaying o r m a k i n g . S o m c t i m e s s h e a n d derives from snch lields as p h i l o s o p h y ,
p u s h e d b e d s logcilier so c h i l i h e n cinild play c l i e c k e i s , p s y c h o l o g y , m e d i c i n e , s o c i o l o g y , a n i h i o p o l o g y , anii
OI sliowed i h e m liow l o m a k e pencil h o l d e i s o u l oí edncalioii.'^ U is R I I O W Í L I h a l p | a y is
o i a n g e jnice cans d e c o i a l e i l wilh m a c a r o n i , a n d biolügical, psyi h o l o ^ c a l , a n d _ iL'íii'iiíyl'iiíil.
s o m e i i m e s s h e j u s i l a l k c d w i l h I h e m . 'Ilie p f i e n o i n e n o n . l l c a n facililalc d e v e l o p m e n l iii a
o c c i i p a i i o n a l I h e r a p i s i a s |)laylady w a s a v e r y n u m b e r o f áreas a n d c a n also j^eflecl a level o f
significani |)erson l o i h e c h i l d r e n b u l n o t a very d e v e l o p m e n t _ in t l i e s e a i e a s . T o seleci a n y o n e
i m p o r l a n i p e r s o n o n i h e m e d i c a l l e a m . 'llie a p p r o a c h t o p l a y iiecessilatcs s o m e exclusión o f
o b s e r v a t i o n that J o h n n y a n d J i m m y h a d fiiially c o m e o t h e r vulnable i n p u i s t o o u r n r i d e i s l a n d i n g , a n d t o
l o soir.e a g r e e m e n t o n t i l e relative m e i i t s o f d i a g o n a l s o m e e x i e n l i i is a litlle like i i y i i i g l o d e s c r i b e a c a k e
a n d liiple j u m p . s a n d liail m a n a g e d I D c o m i i i e l e a b y ils eggs a l o n e . I l o w e v e i , i h e i|Udiilily a n d v a i i a n c e
w h o l e g a m e o l c h e c k e i s , w a s n o t a valiied picce o f in what is w i i i l e n alioiit play reijuiic d e l i i m i a l i o n .
i n l o i i n a l i o i i . ll w a s lell ihal t h e daily play o f I h e o i i c s oí i n t i i n s i c m o l i v a i i o n as llie basis for the
h o s p i l a l i z e d c h i l d i e n w a s n o l o l snlficienl c o n c e r n lo s i n d y o f p l a y h a v e b e e n s e l e c i e d . In a . d a s s i l i r a l i o n o f
nieril t h e u t t e n l i o n o f I r a i n e d |)rofessiohals. A n y o n e jday t h e u i i e s S h i b i n t e r m s ihis a p p r o a c h a h i t space
c o u l d p r o v i d e tor t h e play o f c h i l d r e n a n d l o d a y w e o r i e n t a i i o n . H y this h e m e a i i s thal llic f o c n s o f
p e r m i l a n y o n e a n d e v c i y o n e l o |)lan for I h e datly e x p l a n a i i u n is d i r e c l e d p i i m a i i l y tu i h e p e i s o n ' s
play o t h a n d i c a p p e d a n d h o s p i l a l i / e d c h i l d i e n . interaciioii w l l h o b j e c t s a n d ¡leople in h i s w u i l d a n d
I h i s p a p e r p i o p o s e s t h a l |)lay b e t o r n e a l e g i l i m a l e ihe lule o l play m d e t e r m i n i n ^ ihcbC.' I bis a p p i o a c l i
área o f c o n c e r n a n d s i u d y in o c c n p a t i o i i a l t h e i a p y . ll d o e s n o l l o c u s ilirectly (>ii a biohigical o i
p i o p o s e s I h a i i h e o i i e s o f inirinsic m o l i v a t i o n p r o v i d e s o c i o c n l i u r a l e x p l a i i a l i o n n o j d o c s il f o c u s u n
a lelevaut I r a m e o f reference l o i i h e s l u d y o l p l a y p s y c h o a i i a l y t i c e x p l a n a l i o i i s o t ^)lay.
ilself a n d for a classificatii)ii ol |)lay d e v e l o p m e i i l .
Linda l'lorey is assisUinl supcivisoi ni l u l u b i t i i a l i o n seivices
Inirinsic Moliva^ioii
al Ilie Neuiopbycliiüliic lusiiiiilc of
o l ilii; U i i i v e r s i l y
Ca'.ifoinia SLU-nies.
( c i u c r Ior llie l l e a l i h t u s Aiitetes. The leim inliinsic motivaliun o i iheoiies o f
lilis J I I Í L I C IS tniseií o n a pupcr p i e s c i i l e i l ul llie s y m p o s i u m ,intiinsic m o l i v a l i o i i iij'leis m o i c l o a p o s i l i o n takcil
" l l i c Sl;itl l ' i . i i l i m u i i i i l u m i l'l.iy ilnoiiíili W o r k . " L o m l i i c l c i l
by Ihe o c o i i p a l jonat l l i e i a p ysi.itl a i i m n b e i o f ihetóiisls tlian t o any u n e I h e o i y .
o l W a l l c i l-. I c n i a l i l S l a l c
by
h i u a d l y s l a t e d , a n yiliinaic iuüiJiíii-iej£ii.Ao f a c t o r s
S c l i o o l and lis u n i v e i s i i y a l l i l l a l c . l L i n i i c i ; K e n n e d y S l i r i v e r
C e i i i e r . OcMoljcr í « 30, tiosi o i i , a n d s p o n s o f e d l)y i h e ^ 1 ! Í L ! I _ ^ L £ ÍÉlül'yW Hulependenl o f lissue iieed
D e p a i i i i i e i i i o r I I I . W .Maleiiial a n d ( liitd t i e . i l l h S c i v i c e .
(liungci) and exteyiiaj ag(niUjkVÍÜi^S£eciííc b e n o i í c é ñ l
275
Oí iioxiüiis c r i c c l s (paiii).'^ IJiuiicr tlcliiicb a kt-y
pTiíiperTy o f t h e s c nioiives:
A n inirinsic inolivc is o n e lliat d o e s n o l deiiend o n
r e w a r d Ihal hes o n i s i d e ihe aclivily il inipels.
R e w a n l iiiheies in ihe successlnl l e i n i i n a l i o n ot
i h a t aclivily or even in llie aclivily iiseU."*
T h e t h e o r i e s ol inirinsic i n o l i v a l i o n p r e s e n !
iniportani and neccssary allernalives lo ways of
t h i n k i n g a h o u t a iiiiniher o f b e h a v i o i s w i l h whicli i h e
occnpalit)iial i h e r a p i s i , fui o n e , h a s a l w a y s l)een
concemed. These bchaviors incinde visual
e x p l o i a l i o n , g r a s p i n g , ciawiiiig a n d w a i k i n g , a l i e n l i o n
and p e r c e p l i o n , langnage a n d i h i n k i n g , e x i d o i i n g
novel o b j e c l s a n d p l a c e s , l u a n i p u l a i i n g ihe
s u i i o i i n d i n g s , a n d p r o d n c i u g efleclive c h a n g e s in Ihe
e n v i i o n n i e n l . The i h e o r i e s adilress Iheniselves l o I h e
niolivalioii of snch b e h a v i o r s , Ihey challenge i h e
p o s i t i o n ihal all of b e h a v i o r , a n d Ihese b e h a v i o r s in
p a r t i c u l a r , c a n b e a t l r i b u l e d lo such drives as h u n g e r ,
t h i i s t , s e x , Ihe libido iiisliiict, t o t h e siales of a n x i e l y
or fear, o r as a c o i i s e q u e n c e of s e c o n d a r y
reinforcenient.^-*' These behaviors are besi
c o n c e p U i a l i z c d in a diffeieiit w a y . Tlie terniiinjlogy
used is d i f l e i e n t l i o i u a u t l i o r l o a u l h o r a n d t h e
stiategies useil in e x p l i c a t i o n also a i e d i l l e i e n i . T h e
t h e o i i e s h i c l n d e such p i o p o s a l s as M o n t g u n i e i y ' s
c x p l o i a t i o n m o t i v e . Bulleras visual e x p l o r a t i o n
mulivi;, l l a i l o w ' s iiianipiilalioii m o t i v e , H c i l y n e ' s
c u r i o s i t y m u l i v e , l l i i n t ' s m o l i v a i i o i i i n h e r e n i in
i n h i r n i a l i o n |)iocessiiig, M c C I e l l a n d ' s a c h i c v e m e n t
m o t i v e , a n d Wliile's e l l e c l a i i c e e n c i g y . ^ - '
T h e p i o p o i i c m s ol Ihese m o d e l s a r e n o i a l l e m p l i u g
l o explain b e h a v i o r s in llie service of such l o i c e s as
l i u n g e i , i h l i s l , ^ex, t e a i , or aggiession. 1 liey a i e
a t t e m p l i n g l o o p l a l i i t i e h a v i o i s that a i c i g n o i e d oí
iiiadeiiiialely c o i u e p i n a l i / e d b y o i t h o d o x dilve oi
inslinci p o s i t i o n s / ' A s a cüiisequence, t h e y cali
a t t e n l i o n t o , anil m a k e i m p o r l a n l , c o n s i i l e r a t i o n s Ior
tire piíimotion of ihese beliaviors. These t h e o r i e s have
had gieat iinjiacl o n t h e o r i e s o f j i e i s o n a l i l y
d e v e l o p m e n l , cogiiilive d e v e l o p m e n l , a n d m e l l i o d s o f
t e a c h i n g / * b o i the o c c n p a t i o n a l i h c i a p i s i , liiey
h a v e t i e m e n d i m s inijilicalious foi the w a y in w h i c h
we vicw t h e play ol t h e c h i l d .
I'lay a n d I n i r i n s i c M o t i v a d o n
T h e play of I h e child is a b e h a v i o i a l m a n i l e s l a i i o n
o f i n l i i n s i c m o l i v a l i o i i a n d il b e c o m e s a critica! aieiia
for the d e v e l o p m e n l ol c o m p e i e n c e . ' ' ' ' R o b e i t While
p u l s il in Ibis w a y .
. . .Ihe iiiany h o m s Ihal inlaiils a n d c h i l d r e n s p e n d
jn play are b y n o m e a i i s w a s l e d oi m e i e l y
l e c n p e r a t i v e iii i i a l u i e . Tlay m a y b e l u n , b u l it is
also s e i i o u s b u s i n e s s in c h i l d h o o d . U m i i i g these
h o u i s Ihe child steailily b u i l d s n p his c o m p e i e n c e
in dcaliiig w i l h i h e e n v i i o n m e n l . ' *
276
VVIiite h a s a gieal deal lo say a b o u t ihe n a i u i e ol play
a n d h o w w e m i g h l i m i l u r e il ihruugluuil
d e v e l o p m e n l . " I h e s e views aie ilislilled inli)
lour inain p i i n c i p l e s a n d Ihese |)iinciples are lelaled
t o clinical p i a c l i c e .
f'líiy í/i l.c'íiniiní^. IMay c a n besi b e I h o n g h t ol as a
l e a n d n g p i o c e s s . P!ay_is sp.aie tinie b e h a v i m that is
seleclive, d i i e c l e d , p e i s i s t e n i , a n d sell l e w a i d i n g . ^ - ^ *^
o b j e c l s in t h e e n v i r o n m e n t a n d j ^ n e ' s relatioiishi|) lo
I h e m . Iii^reTeiung t o p l a y , W h i l e s i a l e s "il is o n e o f
t h e c h i l d ' s p i i n c i p l e w a y s ol Imdiiig oiit w h a t eflecis
h e c a n have o n his e n v i i o n m e u l a n d w h a t elfects il is
likely t o have o n b i m . O n i y b y putliiig forth inaiiy
a n d vaiied a c l i o n s a n d b y leaining from the
lUniseipiences c a n h e b e c o m e c o m p e l e i i t l y a d a p l e d lo
liis w o i l d . " ' " What t h e child leaiiis in the c o u r s e of
his i n t e r a c l i o n s c o n t i i b u l e s l o his l e p e i l o i j e ol skills
a n d l o his sense i;f c o m p e i e n c e oi the degiee to
whicli h e feeis h e c a n i n i h i c n c e hia hum.iii a u d
n o n h u m a n enviujiiment.
In the i i e a t m e n l ot c h i l d r e n , o c c n p a t i o n a l
t h e i a p i s l s have 11adltiunally used play activities to
laciliiate t h e i h i l d ' s acqiiisiiion o f s e n s o i i m o t o r ,
p e r c e p l u a l l u o l o i , aiitl i n l e i p e i s o n a l s k i l l s . ' ' B u l w e
s o m c l i o w acl a s il Ihe oniy i m p o i i a n l leaining ol
Ihese skills is ai. c o m p l i s h e d in Diie-liall hoiii sessioiis
in I h e o c c n p a l i o n a l t h e i a p y cliiiic, or in the m o t h e r s
d i i e c l i o n of a h o m e p u i g r a m I'lay is s p a i e l i i n e
l e a r n i n g that h a | ) p e n s evciy d a y , d a y allei d a y . filis
view o f play leipiiies ihal w e s t o p ihinkliig a b o u t the
l e a r n i n g lliioiigh play a s il il o c c i i r r e d in onc-halt
h o n r b l o c k s ot l i m e .
í'lut' as Aclh/ii un tliinia/i and Nitnhnnuui Olijccls
I'lay involvcs lecling a b o u i , p i e i e i v i n g , i h i n k i n g
a b o i i l , a n d ai inig u n hiiiium a n d n>>nlmman objet:ls.
I h e a c l i o n dimensión iii p.lay is selci leit Ior ihe
p u i p o s e ot m a k i n g an o p e r a l i o i i a l d e f i m t i o n . I h i s
d e t i m i l o n is serviceable wheii l o o k m g al a n u m b e r ol
s l u d i e s d u n e o n play d c v e l u i J i n e n t . I h e s e sindies
lelleci q u a l i l a t i v e i h a n g e s iu t h e actioiis i h i l d r e n take
al d i l l e r e n i ages '''^ A i l l i o n g h these ai:!KHis m a y oi
m a y n u t i n c h u i e w h a t the m u t h e r ur ihe p l a y g i o u n d
l e a d e r e i i c o u i a g c s ui h o w tuy m a m i i a c u u e i s iuteiul
that a l o y b e u s e d , llicy aie i n q i u i i a n l lo the eliild
a n d ileseive u n r ies|)ei:l.
jlii- Nuiíiiie uf i'lay I h e i e aie c e i l a i n kiiids ot
e i i v i r o n m e u t a l i : u n d i l i u u s ihal lacilllate ihe j>lay ul
ihe child aiul ullicrs ihal inhibil il. .Sume o f lile
c o n d i l l o n s inliildtmg p l a \e slicí.ses s i u h as liimgcl
aiiil a n x i e l y au<l i h e a s s u c i a l i u n ul play wilii
i s o l a l i o n , l e a l , oi p a i n . t u n i l i l l u u s tai.llltaliiig play
a i e stimuli snch as n o v e l l y a n d iclated vaiiables,
u p p o r l i m i l i e s loi e \ p l u ( a l i o i i , i c p e t i t i u n , anil
i m i l a l i o n ot c o m p e l e n i luli; moticis.'' ();.ciii¡aliunal
t h e i a p i s l s m i g h l tliiiik ut iHuviilmg g u u d phi\s
as w e l l as mudel:: i m >pui 1 s m a n s f u p a n d
 ciafisinaiibllip. I líese c o i u l i i i o n s p i o v i d e s o m e c h a n g e s in w a t e r p l a y , i m a g i u a l i v e p l a y , a n d t h e use
specilicaliDiis I o r exaiiiiiiing llie s i a l e o l llie play of b l o c k s , c l a y , a n d liugei paiiil. ( ¡ u a n e l l a a n d J o n e s
iiiilieu. describe d i l l e i e i i l slages in childreiis' u s e o f such
M a n y lioincs, liospilals, aiul i n s l i i u l i o n s devoleil l o selecied play m a l e r i a l s as w h c e l c d o b j e c l s aiul b l o c k s .
llie care oí cliiklren are coiispiciiously l a c k i n g in tlieir (Jesell's classificalion o f d e v c l o p m e n t a l c h a n g e s in
piovisioii l o i a n d e n c o i i r a g e i n e n t o f ()lay. lii s o m e c l u l d i e n ' s | ) l a y derives l i o n i a s l a n d a r d i ^ e d
h o s p i l a l s a d a y r o o m passes for a p l a y r o o m a n d a obscivalii)n o t w h a t cliildien I .S (il) m o u l h s d o w i l h
televisión placed cióse l o llie ceiling is t h e oiily l o y jieople a n d a specilied sel o f t)bjecls. l l a i t l e y a n d
for t h e child. T h e i m p o r l a n c e o f play a n d i l s (u)ldeiison p o i n t t o salient c h a i a c i e i i s t i c s o f play
significance for t h e g r o w l h o f c o m p e i e n c e reqiiiie diiiing each y e a r , f r o m b i r t h l o leen a g e . A m a j o r
y Ihal steps b e l a k e n l o p r o l e c i a n d n u r l i i r e play c o n i i i b u l i o n t o n n d e r s l a u d i n g d e v e l o p m e n l iu play is
thioughout development. found in Ihe w o i k o l l'iaget. I h e specilic contení o f
play deiives l i o m t h e m e i i l a l s l i u c t u r e o l I h e '
Cüiistitutioiuil Inliibiiioit of Phiy. ( ' o n s t i l u t i o nl au lg a n i s m a u d tlliis l'iaget believes ihal play c a n o n l y
faclors m a y eflect Ihe d e g i e e t o w h i c h a child is able be classified a c c o i d i u g t o i h e d e g i e e o f m e n t a l
'/ t o e x p e i i e n c e leelings o l s a l i s l a c t i o i i as a residí of bis cojU|)lexily p r e s e n l e i l b y e a c h g a m e . l i e ideulifies
active effoits. A c c o i d i i i g l o W h i l e , " t h i s c o u l d b e Ihe l i n e e disliiict slages i n iilay, p i a c l i c e ganies
case if aclivily level w e r e l o w a n d elfort ( 2 m o n l h s - 2 y e a r s ) , s y m b o l i c g a i n e s (2 y e a i s 7 y e a i s ) ,
u i i c o m f o r l a b l e , o r if c o o r d i n a l i o n w e r e p o o r s o thal ganies wilh m i e s ( 7 y e a r s I I y e a r s ) .
Ihe elfects p r o d n c e d o n t h e e n v i r o n m e n t w e r e n o t
regular a n d r e p e a t a b l e . " ' ' To a g i e a t e x t e n t , W h i t e is Classificalion of I'lay h e v e l o p i n e i i l
d e s c i i b i n g o u r total p a t i e n t p o p i i l a t i o i i . Tlie
d y s h u i c i i t i n thal o c c n p a t i o n a l t h e i a p i s l s i d e n l i f y in
Iheir p o p u l a 1 ion has a peivasive eflect o n t h e child's A l l h o n g l i I h e t e i m i n o l o g y a n d piujioses o f s l u d y
p e r l o r i i i a n c e in m a n y s i l u a l i o n s . A child w i l h a are slighlly d i l f e i e n t fioiii a i i l h o i l o a i i l h o i , t h e
r e a d i n g disabilily m a y also h a v e a " j i l a y g r o i m d s l u d i e s d o d e s c i i b e I h e w a y s iu w h i c h c h i l d r e n deal
d i s a b i l i i y " oi a "ciib scoiil d i s a b i l i l y . " S o m e i i m e s a wilh Iheir e n v i i o n m e u l al d i l l e i c u l ages, f o léase o u t
child m a n a g e s t o compénsale f o r h i s d e l l c i l s i n lilis i i i l o i m a l i i u i , a classificalion s c h e m e w a s d e s i g n e d
a w k w a r d oi uniisual w a y s ; h o w e v e r , these inay t o j c l e c t a n d o u l e r t h e c o n l e i i t o f the ilevelopmeTTT.il
r e p i e s e n t h i s oniy w a y o l acliieving c o m p e i e n c e in T Ü R T Í e s. ' " ^ " T í i e " e l a ssTf 1 c a n o iTi s T T C T Í T pTfT;e fi rerí-ln-tv/ o
such a situalioii. "cHárls ( t ' h a r t s A a u d Ü). ^s^heiue is based upo^i
A l t h o u g l i I h e selecied jiiinciples recpiire Ihal , l h e d e l l n i l i o u oí play ¿¡^ iiiLLÍüu^_.mi.^lumiaii and
o c c u p a l i o n a l iherapisls leadjusl o i l e a l f i i m iheii iioiiluuniui o b i e i l s Tile o b j e c l s o f a c l i o n ( h u m a n and
c t H i u n i l m e u l l o ihe play of c h i h l i e n , al llie s a m e lime n o n h u m a n ) l o i m e d I h e l w o m a j o i caiegoiie^. J líese
Ihese piinciples e n i i c h o u r u n d e i s l a n d i n g a n d c a n c a l e g o i i e s w e i e t n r t h e i ilividcvt iu a c c o i i l a n c e w i l h
emicli ihe qiialily o f care p r o v i d e d l o h a n d i c a p p e d Ihe t y p e s (rl o b j e c l s that w e i e s|)ecitied i¡i t h e
childieu. d e v e l o p m e n t a l s l u d i e s . I h e a c l i o n o l play w a s
defined as an o v e i t , o b s e i v a b l e m o l o i lesi-oiiM:
l)evelo|mieiil in I'lay
¡huillín Ohjects. I h e h u m a n t)bjecls i d e n t i f i e d in
M a n y a u l h o i s have carefully d e s c i i b e d bolli Ihe Sludies o n p i a y d e v e l o p m e n l w e i e p a i e i i l s , p e e r s ,
q n a n t i l a l i v e a n d qualiialive c h a n g e s in c h i l d r e n ' s p l a y aiiil t h e b o d y itsell. I b i s last s u b c a t e g o i y lefers t o
al differeiit ages or slages in d e v e l u i J i n e n l . G. S i a u l e y r e s p o n s e s that d o n o l i C i j i i i r e aiiyíhing e x c e p t
Hall w a s i h e fusl lo p i o p o s e slages o f p l a y . The slages p e i h a p s t h e s u r l a c e o t the llooi o i a chair s l a n d i n g
obtaiii f r o m h i s recapitulatioii i h e o r y o f p l a y in u p a u d silliiig d o w i i , iheii l e p e a l i u g t h e s a m e Ihing
w h i c h il is believed that t h e child g o e s t h r o n g l i llie agaiii a n d again.
p h a s e s o f civilizalion in a n e l f o i i t o l i d liimself o f
priinitive instincts. I h e slages c o i r e s p o n d t o t h e Nonlutinun Objdcís I h e n o n h u m a n . . b j e c U
cultural slages in t h e d e v e l o p i u e n t o f l a c e s ( a n i m a l , idenlilieil w e i e g i o u p e d a c c o i d m g l o t h e possiíjilities
savage, n o m a d , agricultuial, a n d tiibal lile s l a g e s ) . - ihey o l l e r e d in c h a n g i n g iheii sha[)e or l o u l l . O b j e c l s
I b i s classilicaiion d o e s r e c o g n i z e c h a n g e s in p l a y Ihal s e e m e d l o c h a n g e shape o i f o i m iiiirinsically
I h r o n g h o u l d e v e l o p m e n l , b u l is i i e i t h e r valid ñ o r wheii inanipiilaled iniiuls, clay, saiid, w a t e r w e r e
relé va ni l o d a y . called -.ljlllc___[^ These w o u l d b e •-t^üLaiiü. o r
S l u d i e s o f d e v e l o p i u e n t in ¡ilay i n c l u d e a m i m b e r -lUl:imiiluiei| inedia, ^jj^ objecls seemed l o
o 1 difleient app i o a c h e s l o l h e c|iaii):e sliape o i f o i m w h e n m m b l u e d w\í\i u i m l l i t r
pioblem.'a;i^-'í>-i'5.J''.i«.J'J.'!<' P a l m e r , M a i k e y , like objecl oi m a n y ilissimilai o b j e c l s b e a d s , b l o c k s ,
H a i l l e y , el al. divide (day i n l o a n u m b e r o l d i f l e i e n t liukei l o y s , c i a l l m a l c i l a l s , c o i i s l i l u . l i o n a l inedia.
b e h a v i o r s a n d s l u d y c h a n g e s in ihese b e h a v i o r s al Toys snch a s _ i j H j k ^ b a l l s ^ ^ o i |)lay ecjuij^meiil
diftcrent ages. I h e s e i n c l u d e c h a n g e s i n s e i i s o i y , didii'l s e e m l o c h a n g e s T r a p e " o r l o i i u w h e n
m o v e m c n i , m a n u a l , d r a i n a l i c , a n d laiiguage b e h a v i o r s . uiani|)ulaled a n d w e r e called jy/ic ///_()bjecls.

Sepunib^r, 1971 Voi XXV, ;^o. 6

 Classijuíiiion J'rot eJiiic I lie a c l i o n L O r i i p o n e n I
play was scleileil i i i o i d e i lo deliiic llie p h e i j o i i i e i i o i i
o p e i a l i o i i a l l y . l l i e a c l i o n c o n i p o n e n l releis l o o v e r i ,
oliseivalile n i o l o r lesjionses l o llie six o b j e c l s al ihe
diffeicnl ages used in llie d e v e l o p i n e n i a l s l u d i e s . I'lay
involved siniiillaneous r e s p o u s e l o l i i i n i a i i a n d
n o n l i u i n a n o b j e c l s . l l w a s n o l necessarily real o r
desirable l o aileni|)l l o se|jarale lliese r e s p o n s e s , b u l
for llie p u i p o s e o f llie s l u d y , Ibe following c r i l e r i o n
was used: if llie r e s p o u s e lecpiired a biiirian objecl in
o i d e r llial il o c c u i al all ( s b a r i n g , c o o p e r a l i n g ) il w a s
placed in Ihe h u m a n o b j e c l c a l e g o r y . If ihe l e s p o u s e
of K l 1 I;K1-N( TS
1. S t d l i i u 1)1: l i l i : fiuil.s o l l l n ; l l i s l .scaioii; a (ll.sciissj.iii üí
lliu l u l c o f play Ul c l i l U l l i o u i l . J l l i n n a i i l s l K ; I S y i l i o l ^1. 1,
1964.
2. Milclicll M a s ó n l i : 1 tic t l i c o r y ut I ' l a y , N e w Y o i k , A S
l l i i i i i c s l ' o i i i p a n y , 1*MK.
3. l i e i t y n c 1)1:: N o l c s o n i i i l i i n s l i . i n o l i v a t i o n a n d i n i r i n s i c
r c w a i d i n r c l a l i o n l o i n s t i i i c l i o n , i n I . c a i i i i n i : aliüut
I e a r n i n g (a i:ünli:u:iu:c l e p o i l inono|:iapli íílS c d i l e d by
l i r i i i i c i , WasluiiiMon, U S C o v c i n n i e n t l'riiiliii¡; O l T i e e ,
l y i i f a . pp l U i 1 10.
•l.l U i i n e i J S : l o w a í d a l l i c o i y ot I n s l n u l i o n , ( a i n l i r i d t x - ,
U n ; D c l k n a p l'iess o l I l a r v a i d ünivuisily l'rcss, 1964.

could b e d o n e a l o n e , even if inilially il r e q u i r e d 5. Wliili; K W : M o l i v a l i o n reconsidcreil;

coinpciciuc, i n Ucadings in Clutd
llic coiiccpi o f
Bcliavioi a n d
giiidance or instiiictioii b y a p e r s o n , il w a s placed in D c v c t o p j n c n l ( 2 n d c d ) tútilcd b y ( l i S l c n d l c i , N e w
Ihe n o n h u m a n c a l e g o r y . Y o r k , I t a i e o n i l l U a c e & W o r l d I n c , 1 9 6 4 , pp 1 ( ) 4 - 1 9 1 .
T h e classificalion is c e r l a i n l y n o l a develo|)iiicnlal 6. l l a l i c i K N : C i i n e i i l K e s c a i c l i in M o l i v a l i o n , N e w Y o r k ,

l e s t of play. Also it d o e s n o l reficcl a l l I h e b e h a v i o r s iu

l l o l l R i n e l i a r l & W i i i s l o n I n e , 196 / .
7. t ' o f e r C , .«Vppley M : M o l i v a l i o n : l l i e o i y a n d K e s c a r c l l ,
a c h i l d ' s play al d i f l e r e n t ages ñ o r d o e s il a l i e m p l l o New Y o r k , Jolin Wilcy & Sons bu;, 1964.
e x a m i n e wliy cliildien p l a y d i l f e i e n i l y al d i f l e i e n l 8. W l i i l e 1<W: ( d i i i p e l e n e e a n d Ihe p s y t l i o s o e l a l slai'.es o f
a g e s . T h e classificaliuii a l l e m p l s o n l y lo p u l d o w u in developmenl. Ncliiaska Syinposiiiin o n Molivalion,
a formal s o m e ol ihe w a y s in w h i c h c h i l d r e n act iipon e d i l e d b y M Iones, l.iiicoln, IJniversity o f Nebiaska
l'ress. 1961), p|i 9 7 138.
p e o p l e a n d tliiugs al d i l f e r e n t ages. _\\ülh_j)roj)er
9. W l i i l e R W : l i g o a n d i c a l i l y in p s y c l i o a n a l y l i e t l i c o r y .
] ) r o c e d u i e s e m p l o y e d ^ i l m i g h l b e c o m e a u s e f u l lool l'syeliol Issucs Monogiapli 11(3); 1 196, 1963.
Jiíí íh? o b s e r v a t i o n o f c h i l d i e n ' s p l a y . 10. W h i l e R W : I h e e x p e i i e n e e o f e l f i e a e y iii s e l i i z o p h i c n i a .
T o facilítate play I h i o u g h o u t d e v e l o p m e n t a P s y e l i i a l r y i 8 ; 199 21 1, 1 9 6 5 .
11. W l l l a i d H , S p a e k n i a i i C : f I c c i i p a l i o i i a l l l i e i a p y , 3 i d e d ,
variety of o b j e c l s a r e u e e d e d . At I h r e e y e a r s , a child l'liiladelpliia, J l ! 1 i p p l n i o u C o i n p a n y , 1963
m a y be jieifeclly c o n l e n t t o p l a y fireman w i l h o n l y a 12. lloiey L : A d e v e l o p i n e i i i a l c l a s s i l i c a i i o n o f play.
slick Ior a l i ó s e . Al live or s i x y e a r s of age he says he Maslei's lliesis, O e e i i p a l i o n a l Theiapy Oepartiiient,
r i e e d s a liremaii's b a l , bailge, iiiaybe a r a i n c o a l and a Univeisily of SoiiUieiii í'alifoinia, 1968.
garden lióse and thi)se uialeiials slrould be available 13. ( i e s e l l .'\ e l a l : l i l e l i i s l 1 ive Y e a r s o l 1 i l c , N e w Y o r k ,
llaiper & Hrolheis, 1940.
lo him. U n l o i l u n a t e l y Iheie aie n o simple foimulas 14. (iiianella i ' M : lUoek biiiUlnii! a c l i v i l i c s o l y o i i i i g
or piescriptioiis for ihe s e l e c l i o n o f [)lay m a l e r i a l s oi e l u l d i e n . A i e h l ' s y c l i o l 2 6 ( 1 7 4 ) ; 5 9 2 , 1934
Ihe nuiluiing o f play throughonl developmenl. 15. llarlley R , (ioldcnson R : l l i e C o n i p l c t c Hook o f
i l o w e v e i , i m p o i t a n l giiidelines a i e c o n l a i u e d in the Cliildien's I'lay, New.' V o i k , Ihonias Y Cioucll

desciij)lioii o l c o i i d i t i o n s w h i c h p r o m p t inirinsic C'onipany, 1963.

rnolivalion,-''-"-'" in N4ontessoii's d e s c i i p t i o n o l the
prepared enviionmeul,^''' in l'akala's specificaiions
for the play inilien,^^ in M i c h e l m a n ' s p r o v i s i o n s for
c i e a t i v e play,'''' in l l a i t l e y a n d Goldensün's lisl o f
16. l l a i l l c y R , e l al: tliuhnslaiidiiig l ' l i l l d i e i i ' s I'lay, New
Y o r k , ( A ) l i i n i b i a l l n i v e i s i l ) l'rcss, I 9 . S 2 .
17. J o n e s '11): 'l'tie i l e v e l o p i n e n l of c e r t a i i i n i o l o r skills a n d
play a d i v i n e s i n y o i i n g c h i l d i e n C h i l d l í e v e l o p n i e n l
Moiiogiapli 2 6 , N e w Y o r k , liiireau o l l'nlilii alions,

p l a y m a l e r i a l s , ' ^ a n d in m a n y o l h e i w i i l i n g s o n child
Teaclicrs College, Coliinibia Dniversily, 1939.
18. M a i k e y l ' V : Imagiiuilive bcliavioi o l presehool i lulilicii.
behavior. ("Iiild D e v e l o p n i e i i l M o n o g i a p l i 18, N e w Y o r k . l U u e a u o f
l'iibliealloiis, l e a e h e r ' s College, ( o l i u n b i a l i i i i v e i s i l y ,

Cüncliisioii
19.
" W h e n a child c a u i i o l p l a y , w e sliould b e a s 20
líoubleil as w h e n h e lefuses t o eal o i s l e c ] ) . " " ' ! he
sigiiilicance o l the e v e i y d a y jilay of t h e child l e q u i i e s 2 1 .
t h a l |)iofessiouals w h o w o i k w i l h c h i l d i e n regaid ll as
1935.
I ' a l i n c i I : l'hiy l i l e i n llie 1 U s l l l g h l Y e a i s , lioslon,-
G i n a át C o i i i p a n y , l y i b .
l ' i a g e l 1 : P l a y , l í i e a i n s a n d l i i n i a l i o n iii C l i i l d h o o d .
l ^ o n d o n , K o u l l e d g e & K e g a n l'aul l . l d , 1 9 6 2 .
h e r l y n c i J l i ; C o n f l i e l , A r o i i s a l , iS. l a i i i o s i i y , N e w Y o i k ,
M c ( ; r a w llill liook l'oiiipaiiy bu;, 1960.

a respeclable área o f c o n c e r n . W h e n c h i l d i e n a r e 2 2 . O i c m R C : ( e d ) : M o i U e s s o i i foi llie D i s a d v a n l a g e d , N e w

Y ' o r k . (!a[)iii;oiii l i o o k l i d i l i o n , 1 9 6 8
haviiig dilficuliy in p l a y , ibis is not the l i m e lo cali in 2 3 . l ' a k a t a N : D e v e l o p i n c i i l o f a e i i i u : e p U i a l si;lienie for
I h e voluiileei o i l o d i p i u l o t h e b.ig o l s c i a p a n a l y s i s o l play i n i l i e i i . M a s l e i ' s l l i e s i s , O e e i i p a l i o n a l
m a l e r i a l s . Tliis is t h e t i m e f o i ilie i m m e d i a i e riietapy I>epaiiniciii, Hniversiiy o l S o i i l h e m C aliloiiua,

a l l e n l i o i i ol a [iiolessioual a n d ll calis tor h i s c a i e f u l 1968.

a n d slndied e x a m i n a l i o n o f wlial m i g h l b e goiiig 24 M i e l i e l i u a n S : l l i e i n i p o i l a i u e o f i . i e a l l v e p l a y . l'a|>cr

inesenled a l O i i npalioiial Iheiajiy Syniposiiiin, T l i c
wrong. C o i i l i i n u i m o l S k i l l s I r o m I'lay I h u u i g h W o r k , ! 9 7 U

280
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-j Ta r - 3 1 M ; r
s f ? 3^ < | 3 Í
K - S I
f ?-Í 3 i
= 3 ?

= f^3'

Rí -
Sf * 3
3
s = f
P 8 |IÍ3
•
i-
s c í !^ cí » i
2 I ? 3 - - P