What is play? - Carson Street School

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TIPS FOR ENCOURAGING OTHER TYPES OF PLAY You need to first observe and work out your child's current type of play. You can then help your child develop, extend and progress their play type by employing the following steps to facilitate learning: Step 1: Provide modeling – As you model the ‘type of play’ give verbal descriptions of the steps involved in the play, the actions and reactions. You can also give a brief explanation of the importance of the skill. Step 2: Provide guided practice – Provide the child with opportunities to practice or rehearse the ‘type of play’ in structured games and play activities. You can coach the child through the steps using the strategies outlined in the ‘Play partner ‘Interacting during play’ section. For the more complex types of play have a theme. Themes can be taken from daily life situations such as a birthday party for dolls, pretending to go shopping at the grocery store or going on the train. Play themes can be taken from your child’s favourite story books. Use simple props to help build your child’s imagination and creativity. Provide the child with multiple opportunities to practice the skill in small, structured groups with same-age peers if appropriate in a comfortable, fun, and supportive environment. Initially you may have the child practising these skills with a play partner and then proceed to practising with peers. Please contact your local speech pathologist (speech therapist). The speech pathologist can perform specific assessments in order to find out which areas of play appear to be difficult for your child. Based on the assessment the speech pathologist can provide information and strategies to help your child develop play skills.
My emerging play stage Stage 1 Exploring with the senses Visual: the child gazes and looks carefully at toys and the faces of those nearby. Taste: objects are put in the mouth as the child further explores how things feel. Sounds: there is an awareness of people speaking directly to the baby or young child, but many sounds are not noticed unless they are made to attract the child’s attention directly. Movement: the child learns and practises moving hands, arms and the whole body towards toys. Touch: toys, food, faces, are touched and explored manually as the child learns about how things feel. NOTE: When young children investigate objects by putting them in their mouth, this is known as “mouthing”. It is one way in which the child finds out about the qualities of an object. The child will put anything into his mouth before he has developed sufficiently to be able to discard this particular response. The young child is not able to decide whether or not it is actually safe to put any particular item in his mouth. Anything he picks up will be checked out by the mouth, and so it is absolutely essential that there are NO SMALL ITEMS LEFT ON THE FLOOR OR IN ACCESSIBLE PLACES as choking is a very real danger. It is essential to be constantly checking and to be aware of where things are on the floor and tables, bookcases and so on.
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 36 and 37: c)End phase Watch the child carefu
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 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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