AN EXPLORATION
OF
THE RELATIONSHIP
BETWEEN
THE
COGNITIVE AREA
OF
READING AND
SELECTED DEVELOPMENTAL ASPECTS
OF
CHILDREN’S PLAY
CHARLES
WOLFGANG
The
Ohio
State
Universit!l
New “polish for play’s tarnished reputation” (Arnaud,
1971)
is
being generated
by the rebirth and reacceptance of the Piagetian and psychosocial theories of human
development.
This interest is especially evident in the current claims (Almy,
1966;
RIcVicker-Hunt,
1960;
White,
1959)
for cognitive payoffs of play as the young
child’s “microway-of-knowing.” Symbolic play clearly does bridge the chasm
between sensorimotor and concrete operational forms of thinking (Vygotsky,
1962).
A parallel can be drawn between play and initial reading. In the microsphere
of toys the playing child gives
a
schemate of sensorimotor elaboration to symbols
(toys) that conveys to the observer a signified meaning that reflects the child’s
internal ideas. In reading the symbol
or “toy” gives way to the social “sign” in
terms
of
words, and instead of an outward elaboration the reader brings forward
an internalized schemate of thought that gives meaning to the “sign.” Thus, in
both reading and play, there is the signifier and the signified.
This parallel suggests that those preschool children who had developed the
capacity to use high levels
of
integrated symbolic play would
at
a later time in devel-
opment have success in using signifiers
as
signs in reading, while those who did not
play symbolically would reflect delays in their use of signs in the process of reading.
But
if
we look at the developing forms of play at the approximate age of
7
during
the child’s first year of formal school symbolic play appears to dissipate (Piaget,
1951;
Vygotsky,
1962).
The familiar symbolic play such as playing doctor, nurse,
cowboy, and other types of fantasy distortion changes to games xvith rules, such
RS
board games, cards,
or
sports such as baseball, football, or kickball.
Vygotsky
(1962)
describes this apparent dissipation of symbolic elaboration
as a reintegration of the thought process in which the outward free assimilation of
play is now internalized as part of the creative thinking process. Therefore,
for
most children,
at
the age of
7
an equivalence between assimilation and accommoda-
tion normally occurs. As a result of this reality transformation in the thought
processes, the child can think in more conceptual terms, rather than in his previous
fantasy-based perception of the world. This movement can be seen in the use of
symbols in children’s drawings, as well as in their play. Again, near the age of
7,
children’s drawings move from preschematic to schematic, which
is
a
movement
from a searching
for
mncept expression through constant changing
of
symbols to
expression of definite concepts that depend on knowledge of the child’s world
(Lowenfeld,
1961).
With this awareness of the pivotal change in symbolic expression, presented
above,
it
was the purpose of this study to explore the relationship betii-een the cogni-
tive area of reading and selected developmental aspects
of
symbolic play among first-
grade males.
The study also attempted to answer the following questions: Does
the play of Developmentally Advanced Readers (DARS) differ from the play of
Developmentally Delayed Readers (DDRs) in terms of: (a) play levels attained;
(h)
ability to sustain play levels; (c) number
of
toys used at each level,
and
(d)
type of toys selected at each level?
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