3. “We are never more fully alive, more
completely ourselves, or more
deeply engrossed in anything than
when we are playing”
–Charles Schaefer
4. Time to Play!
• “Play” doesn’t necessarily mean an
organized activity or a dedicated
period of “quality time.”
• Play – and learning – can happen
anytime you are with your child.
5. Definition of Play Therapy
• Play therapy is the systematic use of a
theoretical model to establish an interpersonal
process wherein trained play therapist use the
therapeutic powers of play to help clients
prevent or resolve psychological difficulties
and achieve optimal growth and development.
(Association for Play Therapy Board, March
1997)
6.
7. Play Therapy is a form of counseling or psychotherapy
that uses play to communicate with and help people,
especially children, to prevent or resolve psychosocial
challenges. This is thought to help them towards
better social integration, growth and development.
Play Therapy can also be used as a tool of diagnosis. A
play therapist observes a client playing with toys
(play-houses, pets, dolls, etc.) to determine the cause
of the disturbed behavior. The objects and patterns
of play, as well as the willingness to interact with the
therapist, can be used to understand the underlying
rationale for behavior both inside and outside the
session..
8. Types of Play Therapy
• Directive Play Therapy
• Non-Directive Play Therapy
9. Play therapy can be divided into two
basic types: nondirective and directive.
Nondirective play therapy is a non-
intrusive method in which children are
encouraged to work toward their own
solutions to problems through play.
• .
10. • It is typically classified as a
psychodynamic therapy. In contrast,
directive play therapy is a method that
includes more structure and guidance by
the therapist as children work through
emotional and behavioral difficulties
through play. It often contains a behavioral
component and the process includes more
prompting by the therapist.
13. PHYSICAL
• Children develop their muscular and
sensory abilities through play.
• Infants and young children develop their
sensory abilities through the tactile
stimulation, visual and auditory
sensations derived from playing with
rattles , ball and other toys.
14. • Toddlers and pre schoolers enjoy
large muscle activity such as running,
climbing and exploring the
environment.
• School age children organise their
movements into more complex forms
such as racing, bicycle riding and
skateboarding.
15. INTELLECTUAL
• Children develop their intellectual
abilities through play.
• They learn the differences in sizes,
shapes, colors, textures, numbers and
names of the objects.
• They learn to understand spatial
relationships, to do abstract thinking
and to engage in problem solving
activities.
16. • They can expand their knowledge and
increase their language abilities by
speaking with others and by being
read to by siblings or parents or by
reading stories or books on their own.
• Finally, play helps children distinguish
what is real from what is unreal or
fantasy, therby promoting their
development into intelligent adults.
17. MORAL
• Children learn moral values from their
parents, teachers, religious advisors,
other adults and peers.
• When children play, cultural values
such as honesty, integrity,
sportsmanship and compassion are
expected behaviours.
• Children also learn to assume
responsibility for their own actions.
18. CREATIVE
• Children develop their creativity
largely through play, especially with
materials like clay, paper and finger
paints.
• They are creative in their play with
objects such as cardboard boxes
representing trains, or empty plastic
boxes representing guns.
19. THERAPEUTIC
• Play can provide a release from stress
and tension for individuals of all ages.
• Children especially use play to work
through their life experiences in order
to understand and master them.
• School age children may assume the
role of ‘teacher’, and hospitalised
children may assume the role of a
‘nurse’ or ‘doctor’.
20. • During paly, children express their
emotions and test out frightening
situations in a way that adults and
peers accept.
• Children reveal themselves through
play.
• Nurses who carefully observe the
play of children can determine needs,
concerns and feelings that cannot be
put into words.
•
21. SOCIALISATION
• The social and emotional development
of children is enhanced through play.
• Parents, other adults and peers play
with children, assisting them in
developing their social relationships
and in working through problem
situations that arise.
22. Social Forms Of PlaySocial Forms Of Play
Behavior / Types Of PlayBehavior / Types Of Play
23. 1. Unoccupied behavior
• Indicates no play activity in the usual
sense of world.
• It represents the lowest extent of
social involvement.
• The child may move around randomly,
crawl under a table, climb on and off a
chair, follow another person, or just
stand alone fidgeting.
24. 2. Solitary independent play
• Occurs when the child plays alone,
independent of other nearby children
or adults.
• Concentrating on a play activity, the
child does not acknowledge what
others are doing in the area.
• Pre- toddlers and toddlers engage in
this form of play.
25. 3. Onlooker behavior
• It is typical of the child who watches
others play but who does not become
engaged in their play; the child sit or
stand near other children to hear or
see what is going on.
26. 4. Parallel play
• It is a type of independent activity in
which the child plays with their toys
either similar or identical to those
used by other children nearby.
• The child plays alongside others but
not with them.
• Children of 2 to 3 years of age
typically play in this manner, but
parallel play can continue to the later
preschool years.
27. 5. Associative play
• Characteristic activities include leading
and following one another using wagons
or trains and “borrowing” and “lending”
of playthings among others.
• Children put forth moderate efforts to
control who will and who will not be
“allowed” to participate in play
together.
28. • Children play whatever they want;
conversation concerns the common
activity.
• The interests of the children lie
primarily in the associations with others,
not in the play itself.
• This type of play is most common among
children 3 and 4 years of age.
29. 6. CO-OPERATIVE PLAY
• This type of play found in groups of
children after the older preschool
years.
• They play with a purpose, whether in
making something material,
dramatizing a group life situation such
as "playing house”, co-operating to
achieve a goal, or engaging in formal
game activity such as football or
soccer.
30. • Children who “belong” to a group know
it, and those who “do not belong” also
know their status.
• There are leaders and followers in
such groups.
• The leaders assign the tasks to other
children , either as individuals or in
subgroups.
31. Children
1. Muscular development and control of large
muscles, fine motor skills and eye-hand
coordination.
2. Speech development
3. Social development
4. Language skill development
5. Problem solving and creative thinking
6. Increased consciousness of the cause and
effect involved in a sequence of events.
7. Therapeutic value
8. Opportunities for self talk
9. Development of self-confidence
10. Learning cooperation and values
32. Selection and care Of Play Materials:
• Play items provided to the child should be
according to the age, personality, abilities,
experience, interest, environment as well as
safety.
• While purchasing play articles parents should
see the labels of age and safety
recommendations. These articles should be
challenging or offer problem solving
opportunities.
33. · Toys should have:
• no sharp edges that can cut.
• no sharp points that can puncture.
Children should not be allowed to play
with equipments with sharp points
• no propelled objects that can injure the
eyes.
• no small parts that can be swallowed.
34. • too small toys/part of toy with less than 1.25”
in diameter and less than 2.25” in depth as
dangerous.
• no excessive noise that could affect hearing.
• no weakness, with round edges and not brittle.
• no elements that can cause burns(electric
toys).
• no toxic paints or materials.
35. • Electronic toys and games familiarize
children with today’s computer
technology. These toys are quite
expensive; a wise parent should teach
children to use them carefully.
36. · Children must be taught:
• the directions for use and the caution labels.
• to store them safely. Preferably should be
given a place to keep their articles.(no big
boxes/self-locking boxes)
• to keep them in good conditions and also to
detect signs of loose parts, rusted/ragged
edges. Parents should either repair or discard
such items.
• to keep toys of older children from younger
ones.
37. • There is no substitute for being with
the children when they are playing.
Supervision is as important any other
safety measure. Avoid impulse buying of
toys because of ads in the mass media.
38. Value of Play in Hospital:
• Play is one of the important aspects of a
child’s life and one of the most effective
tools for managing stress .Because
hospitalization constitute crises in the
child’s life and often involve
overwhelming stress, acting out of fears
and anxieties gives the child a means to
cope with these stresses.
39. · Some of the bed side play are:
• story telling –imaginative/anecdotal;
before 5yrs stories with themes and
between 5-10 yrs stories with themes
about making things in the last.
• Water plays during bath-bubbling the
soap, filling the mugs etc.
• television, art, needle play pre- and
post operative teachings.
40. · Plays in hospital helps to:
• provide diversion and relaxation.
• Feel child more secure in a strange
environment.
• Provides a means for release of tension and
expression of feelings.
• Lessen the stress of separation and feelings of
home sickness.
• Encourages interaction and development of
positive attitudes towards others.
•
41. The Teacher’s Role
Create a developmentally appropriate
environment to facilitate children’s exploration
and interaction with the environment
Promote active engagement between child and
classroom environment
Provide scaffolding if needed
Promote independence and a self-extending
system of learning
Ensure students are working at an appropriately
challenging level and adjust the amount of
support based on each child’s ability
42. • “It is important that teachers develop an
understanding of how children learn through
play by observing and analyzing children’s play.
Such an understanding will allow them to plan
productive play activities that have specific
learning goals and to provide appropriate and
stimulating resources.
• Teachers should monitor play activities
carefully and be available to assist with or
extend the activities as appropriate.”
