Tag

Aayzah Mirza 

Paper# 4 

September 24, 2015

Rereading Alexandra's posting on her childhood experiences of play through the lens of Robin Marantz Henig's article, "Taking Play Seriously", I discerned both similarities and disparities between the two texts. There is insight into the destructive nature of play in both of the aforementioned texts, with an underlying notion of the role of adults in regulating play and its various forms. However, Alexandra's anecdotes also challenge Henig's perception of the instrumentality of play in preparing one for adulthood and 'practical' life as well as shed light on the various purposes of this phenomenon, enabling us to look at her experiences as examples which either refute or support claims made by Henig. 

A major component of Alexandra's posting is focused on the destructive element of play, which does not have to be in terms of concrete violence or physical aggression. Indeed it could be something apparently "not harmless" (Alexandra, 2015), which could lead to what Henig deems as "hurt feelings that seem to attend to so much child's play" (Henig, 2). In the beginning of her article, Henig gives references to scientific research on play signals, including discussion about methods employed by animals like dogs and chimps to communicate their willingness to play (Henig, 2). Although she also expands this to children and their use of "some typical gestures that these 2- and 3- year-olds" use "instinctively to let one another know" they are playing (Henig, 3), there is limited deliberation on individual differences, which could lead to some individuals not communicating these signals as effectively. The child that was called names by Alexandra and her friends (Alexandra, 2015) was certainly done playing when the simple game of tag elevated into a case of being bullied, yet due to his lack of ability to potently convey these feelings to the girls, he did not succeed in making the girls realize that they had crossed his limit for play. Henig, does include sentiments of such "klutzy kids" who were at "other side of playing" during recess when she revisits the destructive side of play, yet again, she falls short of explaining why this destructive side comes to be in the first place. Does it merely contribute to having a good time (Alexandra, 2015), or is there some more perplex phenomenon to account for the arising of this negativity? As Alexandra phrases it, "'why did I think that was okay?" (Alexandra, 2015) 

As seen through Alexandra's narrative about that one recess from her childhood, the role of adults, can be seen as a significant one in regulating play. Her parents and the faculty members of the school were both involved in her experience, with the latter drawing a boundary between  acceptable play and that, which was beyond its realms. However, the role of her parents is controversial due to the way in which she perceived their suggestion of using her imagination and playing (Alexandra, 2015). Henig also talks about these varying parts that adults play in children's play. Similar to Alexandra's confusion, Henig explains the double mindedness encountered by adults trying to figure out what is best for their child. They "bobble between a nostalgia infused yearning for their children to play and fear that time spent playing is time lost to more practical pursuits". Hence, though adults might aid in dissipating children's confusion, they will ultimately need to figure out a balance between the kinds of play they can indulge in, just as parents will need to establish what kind of a combination of work and play works specifically for their child. 

Another underlying theme of Alexandra's as well as Henig's texts, is the purpose of play. This could be preparation for adulthood (Henig, 4), as supported by Alexandra's experience, which served as a vessel for teaching her what could lead to hurting people's feelings. Though she resented the kid for reporting her and was not sure why what she had done was wrong, she did understand that for some reason, what she had done was unacceptable. This might aid her in her "practical" , adult life, where she might not always realize the exact conventions of a system, but she would know that she has to abide by them, to be survive in that particular situation. However, the purpose of play is not just limited to this, but as Henig concludes, could simply be providing joy and helping us "face our existential dread" (Henig, 12). It is this characteristic of play that enabled Alexandra to find joy in bath time and not feel bored in her large house. (Alexandra, 2015).   

Even though play has its drawbacks, it is hardly a "frivolous luxury" (Henig, 2), as can be seen through the vivid memories we have of it. We only remember certain aspects of our childhood, most of them being significant themes that shaped that period our lives. Thus, in my opinion, even if the role of play is just to make us happy, the memories of it being so deeply embedded in our brains might be an allusion to the immense importance it holds for us. 

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