What is play? - Carson Street School

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c)End phase Watch the child carefully to recognise any signals indicating that they would like to finish the play activity. Ask them if they would like to finish the activity and wait for their answer. • If there is no response, ask again. • If they still don’t respond, end the activity and • observe their response to confirm. Tell the child that the play time is now over and finished. For example, “Time to finish playing” or “Time to pack up”. You can use a sign or gesture to indicate ‘finished’. Develop a finishing routine to help signal to the child that the play activity is coming to an end.
A SPECIAL NOTE The greatest gift you can give your child is healthy self esteem. Children who feel valuable and who believe in themselves have positive self esteem. One of the ways you can help your child feel valuable is by spending quality time with him or her and playing games. Children gain their self esteem from the messages they receive and through their interactions with the world. Filling your interactions with positive statements and providing a positive environment is a big step towards building your child’s self-esteem. PRAISE AND ENCOURAGEMENT are essential vitamins for a child but there is a fundamental difference between them. Praise focuses on the end result whereas encouragement focuses on the process of what a child does i.e. the effort, participation, improvement or displays of confidence the child exhibits during the learning process. Hence, use a combination of praise and encouragement to provide timely guidance, ongoing reassurance, so that the child feels secure, valued and the confidence to explore and build on their play abilities.
Page 2 and 3: ACKNOWLEDGEMENTS ‘GETTING STARTE
Page 4 and 5: Topic 1 - Introduction Welcome to t
Page 6 and 7: Topic 3 - What are the benefits of
Page 8 and 9: 4. In the intellectual domain, play
Page 10 and 11: Examples of learning that occurs in
Page 12 and 13: Difficulty holding small or large p
Page 14 and 15: 2. Communication Disability: A comm
Page 16 and 17: Clarity of speech Create opportunit
Page 18 and 19: Memory and Learning: Rusty needs th
Page 20 and 21: Development of Play Skills: Childre
Page 22 and 23: Under sensitivity to visual Over se
Page 24 and 25: EXAMPLES Keisha is a three year ol
Page 26 and 27: Not motivated Vygot is a four year
Page 28 and 29: Inability to give and read non verb
Page 30 and 31: 1. PLAY SPACE MODEL PLAY PARTNER C
Page 32 and 33: • Watch, listen and respond Watch
Page 34 and 35: • Do something in a silly or obvi
Page 38 and 39: 2… PLAY SPACE MODEL PLAY ENVIRONM
Page 40 and 41: The play environment needs to provi
Page 42 and 43: Positioning of the child Children
Page 44 and 45: 3… PLAY SPACE MODEL PLAY STRATEGI
Page 46 and 47: Unoccupied Play Child appears to b
Page 48 and 49: TIPS FOR ENCOURAGING OTHER TYPES OF
Page 50 and 51: You need to think carefully about w
Page 52 and 53: My emerging play stage Stage 2 Expl
Page 54 and 55: Look for toys that require a simple
Page 56 and 57: My emerging play stage Stage 3 Comb
Page 58 and 59: Shape toys and puzzles based on geo
Page 60 and 61: My emerging play stage Stage 4 Imit
Page 62 and 63: • Toys used to imitate adult acti
Page 64 and 65: OTHER AREAS OF PLAY There are thre
Page 66 and 67: PLAY SPACE MODEL PLAY STRATEGIES FO
Page 68 and 69: PLAY SPACE MODEL PLAY STRATEGIES FO
Page 70 and 71: 2…VISUAL SYSTEM - Mini Schedule A
Page 72 and 73: 4…VISUAL SYSTEM - Choice Making A
Page 74 and 75: 6…VISUAL SYSTEM - Labelling the E
Page 76 and 77: 8…VISUAL SYSTEM - Activity Checkl
Page 78 and 79: 10…VISUAL SYSTEM - ‘Let’s Cha
Page 80 and 81: QUESTIONS THAT CAN BE USED TO CREAT
Page 82 and 83: Who? • Before a game or play act
Page 84 and 85: A SPECIAL NOTE Remember the focus i
Page 86 and 87:
SAFETY MATTERS It is absolutely ess
Page 88 and 89:
NOTES
Page 90:
NOTES
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What is play? - Carson Street School

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