Developmental Progression in Play Behavior of Children between Nine and Thirty Months: II: Spontaneous Play and Language Development

Largo, R. H.; Howard, Judy

doi:10.1111/j.1469-8749.1979.tb01654.x

Cited by 18 publications

(4 citation statements)

References 12 publications

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“…At the beginning of the second year of life content and containers attracted the child's attention. The age of container play at 15 months coincided with the emergence of verbal comprehension of the preposition 'into' (Largo and Howard 1979). After 15 months the understanding of the relationships between table, chairs and dishes occurred, as did the well-known stacking behavior, which reflects the child's growing awareness of the vertical dimension (Gesell and Amatruda 1947).…”

Section: Discussionmentioning

confidence: 94%

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Developmental Progression in Play Behavior of Children between Nine and Thirty Months. I: Spontaneous Play and Imitation

Largo¹,

Howard²

1979

Develop Med Child Neuro

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SUMMARY The developmental progression of play behavior was studied cross‐sectionally in 85 children at eight age‐levels between nine and 30 months. In a structured play situation, three major play patterns were distinguished: (1) exploratory play (at the end of the first year); (2) functional play (beginning of second year); and (3) representational play (after 15 months). Sequential play first occurred at 21 months. Play behavior with spatial characteristics was also observed: relational and container play between nine and 15 months, and understanding of spatial relationships, stacking and grouping between 18 and 24 months. There was a significant relationship between spontaneous and imitative play behavior; the greatest affect was displayed when the demonstrated behaviors matched the child's developmental level of play. RÉSUMÉ Evolution dévelopmentale des comportements dejeu chez les enfants de neufa 30 mois. I: Jeux spontanés et imitation. La progression dévelopmentale des comportements de jeu a étéétudiée transversale‐ment et longitudinalement chez 85 enfants à huit niveaux d' âge entre neuf et 30 mois. Dans une situation structuée de jeu, trois groupements majeurs de jeu ont pu être distingués – (1) le jeu exploratoire (à la fin de la première année); (2) le jeu fonctionnel (au début de la seconde annde; (3) le jeu de représentation (passé 15 mois). Les premiers jeux séquentiels sont apparus à 21 mois. Les comportements de jeu avec caractéristiques spatiales ont étéégalement observés – jeu de relation entre 9 et 15 mois et compréhen‐sion des relations spatiales après 24 mois. On a pu noter une relation significative entre les comportements de jeu spontanés et imitatifs; les réactions affectives les plus vives ont été manifestées lorsque les comportements de démonstration correspondaient au niveau dévelopmental de jeu de l'enfant. ZUSAMMENFASSUNG Fortschritte in der Entwicklung des Spielverhaltens bei Kindern im Alter zwischen neun und 30 Monaten. I: Spontanes und nachahmendes Spielverhalten. Der entwicklunsbedingte Fortschritt von Spielverhalten wurde bei 85 Kindern acht verschiedener Altersgruppen zwischen neun und 30 Monaten im Querschnitt untersucht. In der strukturierten Spielsituation wurden drei Hauptspielmuster unterschieden. (1) untersuchendes Spiel (am Ende des ersten Lebensjahres); (2) funktionelles Spiel (Anfang des zweiten Jahres); (3) begriffliches Spiel (nach 15 Monaten). Spielfolgen traten zuerst mit 21 Monaten auf. Spielverhalten mit räumlichen Charakteristika wurden ebenfalls beobachtet: Beziehungsspiel zwischen neun und 15 Monaten, und Verständnis räumlicher Beziehungen mit 24 Monaten. Es bestand eine signifikante Beziehung zwischen spontanen und nachahmenden Spielverhalten; es war das beste Ergebnis, wenn das dargebotene Verhalten mit dem kindlichen Spielentwicklungsstand übereinstimmte. RESUMEN Progreso del desarrollo de los comportamientos del juego en niños de nueve a 30 meses. I: Juego espontáneo e imitación. La progresión en el desarrollo de los comportamientos del juego fue estudiada...

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Section: Discussionmentioning

confidence: 94%

“…in spoon, plate and cup) or became destructive or repetitive in his play, the examiner requested specific play behavior from the child (e.g. 'show me how you feed the doll') and recorded the child's response (for details, see Largo and Howard 1979). Then the examiner demonstrated specific play behavior (e.g.…”

Section: Play Observation* Play Situationmentioning

confidence: 99%

Developmental Progression in Play Behavior of Children between Nine and Thirty Months. I: Spontaneous Play and Imitation

Largo¹,

Howard²

1979

Develop Med Child Neuro

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“…Infants also learn how their own movements relate to the movements of objects. They become fascinated with making and breaking co-movement relationships as they insert blocks into containers and then shake them [3]. Clearly, a lot of information about objects can be gained by observing their co-movement patterns.…”

Section: Introductionmentioning

confidence: 99%

Using sequences of movement dependency graphs to form object categories

Griffith¹,

Sukhoy²,

Stoytchev³

2011

2011 11th IEEE-RAS International Conference on Humanoid Robots

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Abstract-This paper describes a new graph-based representation that captures the interaction possibilities between the robot's hand and one or more objects in the environment in terms of the dependencies between their movements or lack of movements. The nodes of the graph correspond to the tracked visual features, i.e., the robot's hand and the objects. The edges correspond to the pairwise movement dependencies between the features. As the robot performs different behaviors with the objects the structure of the graph changes, i.e., edges are added and deleted over time. This paper tests the hypothesis that sequences of such graphs can be used as a signature that captures the essence of some object categories. This framework was tested with container and noncontainer objects as the robot tried to insert a small block into them. The results show that the robot was able to distinguish between these two object categories based on the sequences of their corresponding movement dependency graphs.

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“…Infants also learn how their own movements relate to the movements of objects. They become fascinated with making and breaking co-movement relationships as they insert blocks into containers and then shake them (Largo and Howard, 1979b). Clearly, a lot of information about objects can be gained by observing their co-movement patterns.…”

Section: Dependency Graphsmentioning

confidence: 99%

Separating containers from non-containers: A framework for learning behavior-grounded object categories

Griffith

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Developmental Progression in Play Behavior of Children between Nine and Thirty Months: II: Spontaneous Play and Language Development

Cited by 18 publications

References 12 publications

Developmental Progression in Play Behavior of Children between Nine and Thirty Months. I: Spontaneous Play and Imitation

Developmental Progression in Play Behavior of Children between Nine and Thirty Months. I: Spontaneous Play and Imitation

Using sequences of movement dependency graphs to form object categories

Separating containers from non-containers: A framework for learning behavior-grounded object categories

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