Влияние взрослого на символическую игру детей раннего возраста ¹¹⁹⁸

В статье анализируются современные подходы к определению роли взрослого в развитии игровой деятельности детей и приводятся данные экспериментальных исследований о родительско-детской игре с точки зрения социокультурных влияний. В ней обсуждаются пути прямого и опосредованного влияния родителей на символическую игру детей, рассматриваются источники индивидуальных и кросс-культурных различий в объеме и качестве родительско-детской символической игры, а также приводятся гендерные различия игрового поведения отцов и матерей. Основной упор в статье делается на символическую игру как обеспечивающую полноту и своевременность когнитивного, эмоционального и социального развития детей раннего возраста.

Ключевые слова: символическая игра, игровые стратегии, родительско-детская игра, когнитивное развитие

Рубрика: Психология развития

Тип: обзорная статья

1. Галигузова Л.Н. Развитие игровой деятельности: Игры и занятия с детьми 1–3 лет. М.: Мозаика-Синтез, 2008. 64 с.
2. Beizer L., Howes C. Mothers and toddlers: Partners in early symbolic play: Illustrative study 1 // The collaborative construction of pretend: Social pretend play functions / C. Howes (eds). Albany: State University of New York Press. 1992. P. 25–44.
3. Bornstein M.H. On the significance of social relationships in the development of children’s earliest symbolic play: An ecological perspective / Play and Development: Evolutionary, Sociocultural, and Functional Perspectives. 2007. P. 101–129.
4. Desmarais S. Play as Education versus Play as Repair: A Qualitative Study of Adoptive Parents’ Attitudes Towards Play in the Coram Parent Training Study: Unpublished MSc dissertation, Anna Freud Centre / University College London, 2004.
5. Desmarais S. A space to float with someone: Recovering play as a field of repair in work with parents of late-adopted children / Journal of Child psychotherapy. 2006. Vol. 32, № 3. P. 349–364.
6. El’konin D. Symbolics and its function in the play of children // Soviet Education, 1966. № 8. P. 35–41.
7. Erikson E.H. Configurations in play: Clinical notes / Psychoanalytic Quarterly. 1937. № 6. P. 139–214.
8. Fogle L.M., Mendez J.L. Assessing the play beliefs of African American mothers with preschool children / Early Childhood Research Quarterly. 2006. № 21(4). P. 507–518.
9. Freud S. Creative writers and daydreaming / Standard edition. 1908. Vol. 9. P. 141–153.
10. Goldberg W.A. Emotional energy as an explanatory construct for fathers’ engagement with their infants / W.A. Goldberg, K.A. Clarke-Stewart, J.A. Rice, E. Delis. Parenting Science and Practice. 2002. Vol. 2, № 4. P. 379–408.
11. Goncu A. Children’s play as cultural activity / A. Goncu, U. Tuermer, J. Jain, D. Johnson // Children’s engagement in the world: A sociocultural perspective. Cambridge, UK : Cambridge University Press, 1999. P. 173–202.
12. Haight W., Miller P. The development of everyday pretend play: A longitudinal study of mothers’ participation / Merrill-Palmer Quarterly. 1992. № 38. P. 331–349.
13. Haight W. The everyday contexts and social functions of spontaneous mother-child pretend play in the home / W. Haight, T. Masiello, L. Dickson, E. Huckeby, J. Black. Merrill-Palmer Quarterly. 1994. № 40. P. 509–522.
14. Haight W., Parke R., Black J. Mothers’ and fathers’ beliefs about and spontaneous participation in their toddlerspretend play // Merrill-Palmer Quarterly. 1997. № 42. P. 271–290.
15. Haight W.L. Universal, developmental and variable aspects of young children’s play: A cross-cultural comparison of pretending at home / W.L. Haight, X. Wang, H.H. Fung, K. Williams, J. Mintz // Child Development. 1999. № 70 (6). P. 1477–1488.
16. Henderson K. Developing ‘The Incredible Years’ Webster–Stratton parenting skills training programme for use with adoptive families’ / K. Henderson, N. Sargent, J. Kaniuk, M. Steele, J. Hodges. Adoption and Fostering. 2006. № 29 (4) P. 34–44.
17. Lindsey E., Mize J. Contextual differences in parent-child play: Implications for children's gender role development / Sex Roles. 2001. № 44. P. 155–176.
18. McHale S.M., Crouter A.C., Whiteman S.D. The family contexts of gender development in childhood and adolescence / Review of Social Development. 2003. № 12. P. 125–151.
19. Md-Yunus S. How parents can encourage creativity in children / Childhood Education. 2007. Vol. 83, № 4. P. 236.
20. Noll L.M., Harding C.B. The relationship of mother – child interaction and the child’s development of symbolic play / Infant Mental Health. 2003. № 24. P. 557–570.
21. Peller L.E. Libidinal phases, ego development, and play / Psychoanalytic Quarterly. 1954. № 9. P. 78–98.
22. Simona de Falco. Mothers and Fathers at Play with their Children with Down Syndrome: Influence on Child Exploratory and Symbolic Activity / S. de Falco, G. Esposito, P. Venuti, M.H. Bornstein // Journal of Applied Research in Intellectual Disabilities. 2010. № 23. P. 597–605.
23. Sorensen P. Changing positions: Helping parents look through the child’s eyes // Journal of Child Psychotherapy. 2005. № 31 (2). P. 153–168.
24. Tamis-LeMonda C.S. Fathers and mothers at play with their 2-and 3-year-olds: Contributions to language and cognitive development / C.S. Tamis-LeMonda, J.D. Shannon, N.J. Cabrera, M.E. Lamb // Child Development. 2004. № 75. P. 1806–1820.
25. Trevarthen C. First things first: Infants make good use of the sympathetic rhythm of imitation, without reason or language // Journal of Child Psychotherapy. 2005. Vol. 31, № 1. P. 91–113.
26. Vygotsky L.S. Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press. 1978. 159 p.
27. Winnicott D.W. Playing: Its theoretical status in the clinical situation // International Journal of Psychoanalysis. 1968. № 49. P. 591.
28. Winnicott D.W. Metapsychological and clinical aspects of regression within the psycho-analytical set-up // Through Pediatrics to Psychoanalysis: Collected Papers. London: Karnac Books. 2002. Vol. 36.