Running

Record: Home Corner

Sarah and Megan

Theories of Play

Metacommunication theory: The metacommunication theory is evident throughout
play as the children use frames to indicate that they are playing (Dockett & Fleer,
1999). This play is often pretend and children pretend by portraying the role of
someone significant to them, a famous actor or even a favourite cartoon character
(Dockett & Fleer, 1999). Sarah is portraying the role of a mother in the play scenario,
as she nurtures and communicates to her baby. This nurturing and communication
allows Megan to understand that she was in fact pretending. When children are
pretending through using frames, they are using signals and words to communicate
to other children (Dockett & Fleer, 1999). This communication will allow other
players to know that they are playing and pretending (Dockett & Fleer, 1999).
Through doing so, other players will understand the direction that the play is going
(Dockett & Fleer, 1999). During the play, this is evident as Sarah says to Megan, in a
firm but quiet voice, “don’t touch her, she’s sleeping”. She also says this as she
places her finger on her lip. This is indicating to Megan that she is pretending to be
the mother. When children communicate to each other out of the pretend play
scenario, they are out of frame (Dockett & Fleer, 1999). This may occur when
children are discussing the rules or roles within play (Dockett & Fleer, 1999). Sarah is
pretending to be the mother, however, Megan wants to be the mother. Out of
frame, Megan and Sarah are negotiating the roles for the play. In the end, they both
decide that Sarah is the mother and Megan is the friend.

Instinct-practice theory: The instinct-practice theory is the belief that, through play,
children will practice the skills necessary for adulthood (Dockett & Fleer, 1999).
These skills might include, negotiating, sharing, planning, or even analyzing (Dockett
& Fleer, 1999). They are developed throughout play and will provide children with an
opportunity to affectively interact with others, as they get older (Dockett & Fleer,
1999). This theory is evident throughout the running record of Sarah and Megan as
they both portray the role of a mother. They understand that to be a mother they
need to be nurturing towards their baby. This nurturing is displayed as Sarah
pretends to give the baby a bottle. It is also displayed as Sarah pulls the blankets up
and touches the baby softly on the face. This tells the educator that Sarah is aware
of the skills needed to nurture a baby and that she is practicing the skills needed to
nurture her own baby in the future.

Genres of Play

Role study: Role study is a genre of play whereby the child acts out a particular role
(Dockett & Fleer, 1999). Children often act out roles of a significant person in their
life or a famous character or actor (Dockett & Fleer, 1999). This genre of play is often
undertaken in collaboration with others or during solitary play (Dockett & Fleer,
1999). Role study is present during the running record of Sarah and Megan as they
both act out particular roles. Sarah is portraying the role of a mother. She is aware
that mothers are nurturing and are often doing chores around the house. Sarah
displays this motherly role as she cares for the baby. She understands that babies
need to be fed and that when they are sleeping, the room needs to be quiet. Sarah is
also doing the dishes in the kitchen, which is often stereotyped as being a job for the
mother. Megan however, is portraying the role of the friend. She is aware that to be
a friend, she needs to share and she has displayed that during the running record.
Megan makes it clear that she will find the hats and she finds two, one for her and
one for Sarah. Role study is highlighted in outcome 2.1 of the Early Years Learning
Framework; children develop a sense of belonging to groups and communities and
an understanding of the reciprocal rights and responsibilities necessary for active
community participation (Department of Education, Employment and Workplace
Relations, 2009).

Role study is also a major focus in the arts section of the Australian curriculum. This
is evident in the curriculum descriptor, explore role and dramatic action in dramatic
play, improvisation and process drama (ACADRM027) (ACARA, 2010). When children
have developed this knowledge and skill, they are able to effectively role-play
situations in the classroom. Sarah and Megan have demonstrated this ability as they
role-play the mother and friend in the play scenario.

Idea study: Idea study is the genre of play whereby the focus is on children’s ideas
that assist with the play scenario (Dockett & Fleer, 1999). These ideas can take the
form of make believe and through this play, children can use props to help support
their ideas (Dockett & Fleer, 1999). In the running record of Sarah and Megan in the
home corner, idea study is demonstrated as they negotiate roles. Sarah says, “why
don’t you just be my friend and you can push my baby when we go for a walk to the
shops soon?” Sarah has come up with the idea that Megan can be the friend so that
they both can be included in the play scenario. Idea study supports the outcome 1.1
of the EYLF, as it states that children should feel safe, secure and supported (DEEWR,
2009). This is evident throughout the play scenario, as Sarah and Megan are both
responding in a positive way to each other’s ideas and suggestions.

Types of Play

Solitary play: Solitary play is a type of play that occurs when children are able to
entertain themselves without interaction with others (Rymanowicz, 2015). When
children are engaged in solitary play, they are preparing themselves to play with
others (Rymanowicz, 2015). It also allows children to explore the environment
freely and develop skills such as cognitive or motor skills (Rymanowicz, 2015). In
the running record, Sarah demonstrates solitary play as she begins playing. She first
notices that there are no other children in the home corner, however she still
continues to play in there. Sarah has no trouble deciding on what outfit to wear, or
what she will do in the home corner. This tells the educator that she is independent
and does not need to rely on others when deciding what to do during play.

Associative play: Associative play is a type of play that is demonstrated by children
who are interested in the other players (Rymanowicz, 2015). This type of play
allows the children to implement what they have witnessed in parallel and onlooker
play (Rymanowicz, 2015). It will also allow children to use their newly developed
social skills to engage with the other children and adults during play (Rymanowicz,
2015). Sarah and Megan demonstrate associative play as they are interacting in the
home corner. They are constantly asking each other questions during the play and
are replying in a socially appropriate manner. For example, Megan asks Sarah if she
would like a cup of tea and Sarah replies by saying, “yes please”. This shows the
educator that they have developed the social skills needed to participate with others
during play (Rymanowicz, 2015).

Cooperative play: Cooperative play is a type of play whereby children use
appropriate social skills to cooperate with others (Rymanowicz, 2015). This type of
play prompts children to use skills such as sharing, taking turns and negotiating
(Rymanowicz, 2015). Sarah and Megan demonstrate cooperative play as they are
negotiating roles in the home corner. At first, Megan is upset that Sarah is the
mother instead of her. Overtime, the two children negotiate roles and decide that
Megan will be the friend. This ability to negotiate roles allows the educator to
understand their ability to cooperate with others throughout play (Rymanowicz,
2015). It is also highlighted in the EYLF as outcome 1.2, children develop their
emerging autonomy, inter-dependence, resilience and sense of agency (DEEWR,
2009).

Developmental Domains

Social domain: The social domain refers to the development of knowledge, values
and skills that enable children to relate to others effectively (Kearns, 2010). This
development is achieved through exposure to social situations in either associative
or cooperative play (Kearns, 2010). Sarah and Megan display social development as
they communicate with manners. This shows the educator that they are capable of
participating appropriately in social situations (Kearns, 2010). Megan is also showing
social development as she accepts the role of friend instead of the mother. She was
upset at first, but after negotiating she decided to take on another role. This states
that Megan is able to demonstrate the social skill of sharing and cooperation
(DEEWR, 2015). This development is also closely related to the socio-cultural theory
of Vygotsky (Kearns, 2010). He believes that children are able develop social skills
when they are exposed to social situations (Kearns, 2010).

Emotional domain: The emotional domain refers to the ability to express feelings,
control emotions, form relationships and develop feelings towards other people
(Kearns, 2010). It is also the ability to develop a self-image and identity (Kearns,
2010). Sarah and Megan display aspects of emotional development as they play in
the home corner. It is displayed, as they are expressing their feelings towards the
different roles within play. They both want to be the mother, however only one can
be the mother. Sarah is expressing her feelings about the situation by frowning at
Megan (DEEWR, 2015). This expression lets Megan know how she feels about being
the mother. This ability to express emotions is closely related to the EYLF outcome
1.2, children develop their emerging autonomy, inter-dependence, resilience and
sense of agency (DEEWR, 2009).

Language domain: The language domain refers to the perceiving, understanding and
producing of language (Kearns, 2010). Throughout play, children often use language
to express their emotions or ideas with other participants (Kearns, 2010). In the
running record, Sarah and Megan display aspects of language development as they
ask questions during play. When they ask questions, they are able to develop ideas
for the play (Kearns, 2010). They also display language development as they express
their feelings through words (Kearns, 2010). For example, Megan expressed her
feelings to Sarah about wanting to be the mother. The ability to express feelings and
ask questions during play is closely related to the outcome 5.1, children interact
verbally and non-verbally with others for a range of purposes (DEEWR, 2009).

Cognitive domain: The cognitive domain refers to intellect or mental abilities
(Kearns, 2010). Cognition involves receiving, processing and organizing information
that has been perceived through the senses (Kearns, 2010). In the home corner,
Megan and Sarah display aspects of cognitive development as they problem solve.
They are problem solving as they decide who will role-play the mother in the play
scenario. Instead of continuing the conflict, Megan decides to be the friend. This
shows the educator that Megan is able to problem solve in situations where conflicts
may occur.
























References

ACARA. (2010). The Australian curriculum. Retrieved from:
http://www.australiancurriculum.edu.au/the-arts/drama/curriclum/f-10?layout=1

Department of Education, Employment and Workplace Relations (2015).
Developmental milestones and the Early Years Learning Framework and the National
Quality Standards. Barton, ACT: Commonwealth of Australia.

Department of Education, Employment and Workplace Relations. (2009). Belonging,
being and becoming: The early years learning framework. Barton, ACT:
Commonwealth of Australia.

Dockett, S., & Fleer, M. (1999). Play and pedagogy in early childhood: Bending the
rules. South Melbourne, Vic: Cengage Learning Australia Pty Ltd.

Kearns, K. (2010). Birth to big school (2nd ed.). Frenchs Forest: Pearson Education
Australia.

Kearns, K. (2010). Frameworks for learning and development: (2nd ed.). Frenchs
Forest, NSW: Pearson.

Rymanowicz, K. (2015). Michigan state university: The power of play. Retrieved from
http://msue.anr.msu.edu/news/the_power_of_play_part_1_stages_of_play