The Importance of Play in the Development of Children with Disabilities

In the early formative years, play is almost synonymous with life. It is second only to being nourished, protected and loved. It is a basic ingredient of physical, intellectual, social and emotional growth.

Ashley Montague

While the difference between play and work is usually quite clear for adults, play is considered the work of young children. Play involves qualities of child-initiation, child-direction, adult support, and intrinsic pleasure. Play allows exploration of new themes, expression of different emotion combinations, role-playing and symbolization of thought, and repetition of ideas. These qualities of play boost developmental learning from the early sensorimotor stage to the stage of preoperational thought. Because many children with disabilities have difficulties with sensory input, the transition to play with preoperational qualities may be especially difficult. Children may need help gaining the sensory practice, the motor exploration, and the necessary connection between experience and formulation of ideas to develop play skills. The challenge for the teacher is to maintain the child’s intent and to guide the play into an expression of feelings or ideas and to provide lots of opportunities for child-driven play. The connection of the child’s initiative, emotion, and the means of expression of self are powerful keys to the maturation of play.

Through repetitive practice of sensory intake, the brain establishes patterns and an understanding of the world. This is combined with our emotions and movements to build elementary skills. Ultimately, these skills begin to take shape as ideas we can alter both internally and with external influences. As these ideas expand, the brain creates new pathways and novel possibilities arise. With practice, we build a firm base of patterns that are the root of each individual’s overall growth. This base is dynamic, able to adapt to new experience and challenge, applying the familiar pattern to new behaviors and "remodeling" the brain continuously. It is this remodeling quality of the brain that allows each individual to make progress, to compensate for disabilities, to reach toward their potential. It is the responsibility of caring adults to provide plentiful opportunities for stimulus, with continual consideration given to the needs of the individual.

While the brain builds new patterns, the teacher or parent may begin to see changes in the behavior of the child. Language and cognitive skills begin to include symbolic representation. New social skills, such as being able to share pretend play schemes, emerge and allow combining and building of ideas. For the individual involved in the expression of play, the display of a "feel good" attitude may reflect the stress-reducing quality of play. The practice of play at the child’s direction also provides opportunities to develop skills needed for independence. These qualities, inherent in the emergence of the ability to play, make it especially important to help the child who doesn’t play.

Poor play skills may be partly due to a general reduction in movement. Carla Hannaford (1995) notes that a UNESCO study found physical activity, in children ages 3-17, has decreased 75% in urban America. This reduces the opportunities for the brain to build more and more patterns. Poor play behavior is commonly displayed in children with developmental delays and/or sensory deficits, especially evident when the child has limited language skills. This may be exhibited by behaviors including wandering, anxiousness, dabbling without intent, withdrawing, or rejection. The child may need to be taught to play within a welcoming environment.

Stanley Greenspan’s work with "Floor Time" has helped children with severe communication problems develop play skills and improve language usage. The key to floor time is that the child sets the emotional tone and is involved in close play exchanges with an adult partner. Through this closeness, the child learns about acceptance and security. Initially, communication is established with gestures, then the child’s activity is labeled. Through four specific stages, floor time builds attention, two-way communication, shared meanings, and emotional thinking. Children with severe learning deficits or communication problems have been shown to benefit by this purposeful yet natural technique.

Movement and play is crucial to development. The combination of familiar developmental traditions and recently expanded methods may provide the teacher with tools to help parents and children overcome significant obstacles to development and learning.

References:

* Greenspan, S.I. & Weider, S. (1998). The child with special needs: encouraging intellectual and emotional growth. Reading, MA: Addison-Wesley.

* Hanna, S., Wilford, S. (1990). Floor time: Tuning into each child. New York, NY: Scholastic, Inc. [Video w/guide].

Hannaford, C. (1995). Smart moves: Why learning is not all in your head. Arlington, VA: Great Ocean Publishers.

* Educational Productions Inc. (1992). Hand-in-hand: supporting children with play problems. Portland, OR. [7 modules with accompanying videos].

* Lloyds Lender, W., Goodman, J. F., Inman Linn, M. (1998). Repetitive activity in the play of children with mental retardation. Journal of Early Intervention.

* Available from T-TAC ODU library.

To request library materials, contact T-TAC ODU at 757-683-4333 or 1-888-249-5529

Activities That Encourage Play

Movement is fun! This activity can go with any theme!

This song and interaction provides lots of opportunities for learning concepts while having a great time! Let the child take the lead and expand the activity when it seems the child is ready.

What is needed: Friends; Two drums, these can be pots, cans, or containers (one very big and one very small).

Bring out both drums and discuss the different sizes. Tell the children you are going to beat the BIG drum. Give them turns and ask them to tell you what drum they are beating. Repeat with the little drum. Sing the first part of the following chant and beat the BIG drum. Repeat this procedure with the second part of the chant. After all children have had a turn, allow them to select the drum they would like to beat while joining the chant.

Variations:

1. Tape different colored piece of construction paper onto the top of each drum. Replace the words "big" and "little" with the two colors ("Blue drum beats. Red drum listens.").
2. Substitute the child’s name and another name for "big" and "little". Try hiding the drums behind a screen and ask which drum is beating. For the nonverbal child, bring the drums out after beating and let the child point to the one heard. Send this version and the song home for "homework."
3. Make one rhythm (the child or the adult) and have the other person imitate the rhythm. Take turns with simple beats.

The song:

BIG DRUM BEATS, little drum listens.
BIG DRUM BEATS, little drum hears.
Little drum beats, BIG DRUM LISTENS.
Little drum beats, BIG DRUM HEARS.

(Adapted from: Creative Play Activities for Children with Disabilities, by Morris, L. & Schulz, L.)

T-TAC LIBRARY RESOURCES FOR LOAN

Raines, R., & Canady, R. (1991). More story stretchers: More activities to expand children's favorite books. (AC0124)

Child’s Play: The World of Learning [30-min. video]. (AVO122)

Time Together: Learning to Play with Young Children [30-min. video w/booklet]. (AVO528)

Morris, L., Schulz, L. (1989). Creative play activities for children with disabilities: A resource book for teachers and parents. (ACO446)