Chapter 12 The Play Classification

The premises for play registration and classification are:

Collection and registration of forms of play according to what they relate, i.e. how they are texted, relies on play being explained clearly and concisely in just a few words, possibly a short sentence, alternatively in a single word or expression which can characterise and thereby clarify the text of play. The question also is whether that which children and adults call play really is play, play sequences or interrelation of a more general kind.

In this connection, we take the perspective that what children and adults call play, regardless of:

- whatever the text indicates -

- whether “play” is in fact “only” play sequences

- whether “play” is in fact work/interrelation or relaxation/interrelation

- the extent of parental involvement, presence or participation,

will be registered and classified as play! And, incidentally, text and context are not two separate entities but overlapping and integrated.

Over the years, a great number of registers have been produced. Summarising these would amount to writing a complete biography in its own right and thus goes beyond the scope of this book. This book’s play classification is intended to underline the bond between toys and play. It is therefore inspired by the work of Borotav (1974) and Rossie (1987). Both Borotav’s and Rossie’s classification models are motivated by a desire to illustrate the bond between toys and play. And as my own intention is to secure that same bond, my model is also influenced by Schwartzman (1978) and Einsiedler (1986, 1990).

Two examples of basic analyses of the text of play - genre relation and object transformation. The different classification models are associated with a variety of systems of analysis, each of which points to the particular aspects of any given form of play. This book does not seek to illustrate what stimulating effect any given form of play has on children’s general development but seeks rather to illustrate what kinds of play certain families with certain life styles select or reject in their play/interaction.

The two classification models in this book, one for toys and the other for play, are intended to illustrate the bond between toys and play despite the fact that play forms in themselves can in no way be interpreted as play/games in which toys or tools are prerequisites. The following pair of examples are analyses which have contributed to inspiring production of the models in this book.



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