EXCESS ENERGY AND THE THEORY OF REST

Play serves as a crucial outlet for our children to expend their excess energy and find a sense of balance, or as another theory suggests, it provides them with an opportunity to rest and engage in activities they truly enjoy, facilitating their personal growth. The question arises: which perspective resonates with you?Research on play can be categorized into two main theories: classical theories and dynamic theories. Among the classical theories, the theory of excess energy takes the forefront. According to this theory, children engage in play to expend more energy than what is strictly necessary. By doing so, they release any pent-up tension and achieve a healthier state of equilibrium. In this context, the more a child indulges in play, the more balanced and healthy they become. The second classical theory is the theory of rest, which posits that individuals experience a sense of rejuvenation and renewal while engaging in activities they find pleasurable. For children, the desire to play arises from their inherent need for relaxation and rejuvenation. The third classical theory is the theory of preliminary testing. This theory suggests that children instinctively use play as a means to experiment with behaviors they are yet to acquire. Play, therefore, becomes a comprehensive experience encompassing the acquisition of necessary skills and the development of instinctive aspects. As Gross suggests, children's play evolves in parallel with their development. Initial stages of play focus on the development of sensory and motor skills, followed by the emergence of structured and rule-based games. Subsequent stages involve social play, such as role-playing and imitation, as well as active games like running and chasing. Experiential play enables children to regulate their emotions, while sociodynamic play reinforces interpersonal relationships. According to the connectionism theory, play allows children to reenact and experience the psychological and ongoing stages of human development. Although classical theories may present opposing views, they both symbolize play as a means of energy accumulation and discharge. They suggest that adult behaviors represent an experiential stage, while primitive behaviors continue to manifest as instinctual behaviors. Play is an ever-present, dynamic, free, and repeatable medium.Freud's perspective views play as a psychic and dynamic process that enables children to escape restrictions and explore aggressive behaviors that may not be deemed acceptable in the real world. Through play, children acquire new abilities and overcome challenges, thereby addressing their fears. Freud argues that play does not maintain interest once logical development aligns with the development of self. He posits that children's play is not random; instead, it serves as an environment where they express both conscious and unconscious emotions. Children can distinguish between the real world and the realm of play, allowing them to channel emotions like anger, joy, and frustration in an unfiltered manner. Play acts as a balancing tool, a form of therapy that facilitates the expression and resolution of feelings of sadness, ultimately restoring their equilibrium. Moreover, play enables children to gravitate towards activities that bring them joy.Piaget's theory revolves around cognitive development, highlighting the interplay between assimilation, accommodation, and intellectual growth. Piaget suggests that children incorporate external experiences into their play, rendering it an inherent element that supports their cognitive development. According to Piaget, play constitutes an integral part of human nature and consistently nurtures cognitive growth.In summary, play can serve as a means to achieve equilibrium and as a restorative outlet for discharging excess energy. Nevertheless, it is always an intrinsic part of a child's nature, work, and world.Play and the precious moments filled with love...