{"id":353432,"date":"2006-05-22T14:39:33","date_gmt":"2006-05-22T11:39:33","guid":{"rendered":"http:\/\/localhost\/wordpress\/?p=353432"},"modified":"2006-05-22T14:39:33","modified_gmt":"2006-05-22T11:39:33","slug":"%d9%87%d8%b0%d8%a7-%d9%85%d9%82%d8%a7%d9%84-%d9%84%d9%84%d9%8a-%d9%85%d8%a7%d8%b9%d9%86%d8%af%d9%87%d8%a7-%d8%b3%d8%a7%d9%84%d9%81%d8%a9-%d8%a8%d8%a7%d9%84%d8%a7%d9%86%d8%ac%d9%84%d9%8a%d8%b2%d9%8a","status":"publish","type":"post","link":"https:\/\/www.satfrequencies.com\/girls\/%d9%87%d8%b0%d8%a7-%d9%85%d9%82%d8%a7%d9%84-%d9%84%d9%84%d9%8a-%d9%85%d8%a7%d8%b9%d9%86%d8%af%d9%87%d8%a7-%d8%b3%d8%a7%d9%84%d9%81%d8%a9-%d8%a8%d8%a7%d9%84%d8%a7%d9%86%d8%ac%d9%84%d9%8a%d8%b2%d9%8a\/","title":{"rendered":"\u0647\u0630\u0627 \u0645\u0642\u0627\u0644 \u0644\u0644\u064a \u0645\u0627\u0639\u0646\u062f\u0647\u0627 \u0633\u0627\u0644\u0641\u0629 \u0628\u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a \u0645\u062b\u0644\u064a"},"content":{"rendered":"
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\ud83d\ude06 idea: \ud83d\ude06 \ud83d\ude44 \ud83d\ude41 \ud83d\ude08
\nPlay (activity)
Play<\/b> is a rite<\/a> and a quality of mind in engaging with one’s worldview<\/a>. Play may consist of amusing, pretend or imaginary interpersonal and intrapersonal interactions or interplay<\/b>. The rites of play are evident throughout nature and are perceived in people and animals, particularly in the cognitive development<\/a> and socialization<\/a> of children. Play often entertains props<\/a>, animals, or toys<\/a> in the context of learning<\/a> and recreation<\/a>. Some play has clearly defined goals<\/a> and when structured with rules<\/a> is entitled a game<\/a>. Whereas, some play exhibits no such goals nor rules and is considered to be “unstructured” in the literature.
Working definitions<\/b><\/p>\n

As a theoretical concept<\/a>, play is challenging to define. Rather than collapsing all views of this quality<\/i> into a singular definition, play may be best envisioned as descriptive of a range of activities that may be ascribed to humans and non-humans. In general discourse, people use the word “play” as a contrast to other parts of their lives: sleep, eating, washing, work, rituals<\/a>, etc. Different types of specialists may also use the word “play” in different ways. Play therapists evoke<\/a> the expansive definition of the term in Play Therapy<\/a> and Sandbox Play. Play is cast in the modal of Sacred Play within Transpersonal Psychology<\/a>.
Sociologist<\/a> David Reisman proffers that play is a quality<\/a> (as different to an activity<\/a>). Mark Twain<\/a> commented that play and work are words used to describe the same activity under different circumstances. This viewpoint is reflected in the work of anthropologists<\/a> who model a distinction between “play” and “nonplay” in different cultures
\nConcerted endeavor has been made to identify the qualities of play, but this task is not without its ambiguities. For example, play is commonly oft-defined as a frivolous and nonserious activity; yet when watching children at play, one is impressed at their transfixed seriousness and entrancing absorption<\/a> with which they engage in it. Other criteria of play include a relaxed pace and freedom versus compulsion. Yet play seems to have its intrinsic constraints as in, “You’re not playing fair.”
\nPeople at the National Institute for Play<\/a>are creating a clinical, scientific framework for play. On their website they introduce seven patterns of play<\/a> (along with reference sources for each) which indicate the huge range of types of activities and states of being which play encompasses.
\nWhen play is structured and goal orientated it is often done as a game<\/a>. Play can also be seen as the activity of rehearsing life events e.g. young animals play fighting<\/a>. These and other concepts or rhetorics of play are discussed at length by Brian Sutton-Smith<\/a> in the book The Ambiguity of Play.<\/i> Sometimes play is dangerous, such as in extreme sports<\/a>. This type of play could be considered stunt<\/a> play, whether engaging in play frighting, sky-diving, or riding a device at high speed in an unusual manner.
The seminal text in play studies is Homo Ludens<\/a><\/i> by Johan Huizinga<\/a>. This work popularized the notion of the Magic Circle as a conceptual space in which play<\/font>

\noccurs. That is, the state in which the various actions in play have meaning e.g. kicking (and only kicking) a ball in one direction or another, using physical force to impede another player (in a way which might be illegal outside the context of the game).
\nAnother classic in play theory is Man, Play and Games<\/i> by Roger Caillois<\/a>. This work extends and in large parts disputes the theories put forward by Huizinga.
\nA notable contemporary play theorist is Jesper Juul<\/a> who works on both pure play theory and the application of this theory to Computer game studies<\/a>. The theory of play and its relationship with rules and game design is also extensively discussed by Katie Salen<\/a> and Eric Zimmerman<\/a> in their book: Rules of Play : Game Design Fundamentals.
\nIn computer games<\/a> the word gameplay<\/a> is often used to describe the concept of play. Play can also be ***ual play between two persons, e.g., “blowjobs<\/a>.” In music, to “play” may mean to produce sound<\/a> on a musical instrument<\/a>, including performance<\/a> or solitary reproduction of a particular musical composition<\/a> through one’s personal use of such an instrument or by actuating an electrical or mechanical reproduction device<\/a>
<\/font><\/font><\/b><\/p>\n


\nChildhood and play<\/b>
\nPlaying has been long recognized as a critical aspect of Child development<\/a>. Some of the earliest studies of play started in the 1890s with G. Stanley Hall, the father of the child study movement that sparked an interest in the developmental, mental and behavioral world of babies and children. The American Academy of Pediatrics<\/a> (AAP) published a study in 2006 entitled: “The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds”. The report states: “free and unstructured play is healthy and – in fact – essential for helping children reach important social, emotional, and cognitive developmental milestones as well as helping them manage stress and become resilient” <\/a>
\nMany of the most prominent researchers in the field of psychology (Jean Piaget<\/a>, William James<\/a>, Sigmund Freud<\/a>, Carl Jung<\/a>, Lev Vygotsky<\/a>, etc.) have viewed play as endemic to the human species.
\nPlay is explicitly recognized in Article 31 of The Convention on the Rights of the Child<\/a> (adopted by the General Assembly of the United Nations<\/a>, November 29, 1989). which states:
\n1. Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.
\n2. Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activities.
\nChildhood ‘play’ is also seen by Sally Jenkinson (author of The Genius of Play<\/i>) to be an intimate and integral part of childhood development. “In giving primacy to adult knowledge, to our ‘grown-up’ ways of seeing the world, have we forgotten how to value other kinds of wisdom? Do we still care about the small secret corners of children’s wisdom?”<\/a>
\nModern research in the field of ‘affective n****science’ has uncovered important links between role playing and n****genesis in the brain.(Panksepp, Affective N****science 98). Sociologist Roger Caillois<\/a> coined the phrase ilinx<\/a> to describe the momentary disruption of perception that comes from forms of physical play that disorient the senses, especially balance.
\nIn addition evolutionary psychologists have begun to expound the phylogenetic relationship between higher intelligence in humans and its relationship to play.
\nPerhaps the most progressive research on play has come from Stuart Brown,MD and the National Institute for Play<\/a>
\nStevanne Auerbach mentions the role of play therapy<\/a> in treating children suffering from traumas, emotional issues, and other problems.<\/a> She also emphasizes the importance of toys with high play value<\/a> for child development and the role of the parent in evaluating toys and being the child’s play guide<\/i>
\n<\/b><\/div>\n


\n<\/b>\n <\/div>\n","protected":false},"excerpt":{"rendered":"

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