WEEK 11,12,13 PLAY AND CHILDREN

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This is one of the most important topics of our semester. How will you plan play experiences for children with disabilities? We always need to include them with anything we have planned. What will determine what you plan? Please feel free to give us any examples you may have used before. This discussion is open until Fri., Nov. 22 at 12:00 noon.

https://www.calplaytherapy.org/

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Peer example: Planning play experiences will vary for children with disabilities. Due to the fact that each disability comes with different behavioral, social, and emotional components. In regards to children with Autism, ASD, Aspergers. I believe it is important to provide quiet ,and enriching theme activities that any child can choose from. Providing consistent structure ,and routine is important. I state an enriching theme because children can become fascinated by certain things ,and it is important to be abundant in this area. Such as oceanography, astronomy, zoology, biology, mathematics. I believe it is important to accommodate their needs ,but also embrace ,and challenge their neurodivergent minds as well. Children with disabilities that pertain to emotional trauma, abuse etc I believe clay, sculpture, even a version of cooking will be helpful. I believe not all of us can express ourselves with words ,but we can express ourselves with creativity, creation, and craft. Sometimes there is something so relieving when you create something. Children with ADHD yoga and tap dancing can be a great help as well as command games like Simon says that can help them engage in focus ,but also relieve built in tension in their bodies. Children with physical disabilities ideally have the space that means ramps, tables, and chairs that helps with mobility etc. Multisensory experiences will be helpful such as music, parachute holding, aerobic exercises can also be helpful in a sensory ,and muscular component. Bathrooms, hallways, emergency exits, computer stations, sinks, playgrounds should be mindful of children with disabilities. Children with hearing impairments will benefit from physical sensory activities, aroma blending. Children with visual impairments can also benefit music ,and reading with braille. I believe all students / children benefit from learning sign language. It not only helps with motor functions in their hands, cognitive function for memory, it helps with language development in the brain ,but it helps us communicate and connect socially. This can be taught through technology, games, and flashcards.

Another peer example: Creating settings that accommodate all children depends on knowing particular impairments and how they affect play, as Chapter 10 noted. Children with motor disabilities, for example, could find it difficult to reach raised play equipment and need ground-level sections to be made more accessible through things like, set bridges, paths created from wheelchair-friendly materials, adapted play structures with low-level climbing portions with supporting grips, ground-level interactive panels, and ramps. In contrast, children with mental disabilities, such as autism may require settings that reduce sensory overload and promote controlled social interactions (for example inclusion of quiet zones with interactive panels featuring calming lights and sounds, or hidden nooks where they can recharge). Additionally, children with visual disabilities would benefit from predictable surroundings with tactile characteristics to help them get familiar with the play environment. Incorporating inclusive design would help play areas guarantee accessibility for every child. Cushioned surfaces should be taken into account, as safety would be improved in turn. An inclusive play environment (which I have mentioned in previous discussions could include sensory-rich components like water features, textured paths, and flower beds lets children with disabilities relate to their surroundings in meaningful ways. Having options of different types of play such as independent, cooperative, and imaginative can improve the play experience even more. Children like to explore several play techniques in creative areas which could include musical instruments, artistic pursuits, and open areas for physical play. A sensory garden may include plants with different textures and smells, for example, while shaded sections might provide children who might need a break from stimulating pursuits a peaceful place. Through shaded areas, creative zones with musical and artistic activities, and wide spaces for physical play, the surroundings should also encourage several kinds of play—such as independent, cooperative, and imaginative play. Children with disabilities may ultimately enjoy fun, social connection, and developmental progress alongside other children by means of inclusive, safe, and interesting play environments. Above all, a play space should make kids feel welcome and included so as to promote a feeling of belonging. This involves creating environments that guarantee children with disabilities may engage in all activities alongside other children by means of equal possibilities and addressing different needs. Reflecting the idea through the right execution (through pre-planning and real-time modifications where applicable), regardless of ability, children may experience enjoyment, social connection, and developmental progress in a safe, interesting, and inclusive play setting.


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CHAPTER 12 Introduction to Play Therapy CHAPTER OVERVIEW The natural therapeutic qualities of play lend even greater emphasis to the importance of play for child development. Play therapy has its roots in the psychoanalytic tradition, but, over the years, theorists and practitioners modified the practical applications of this tradition to develop several approaches. The fundamental tenets of child-centered play therapy are rooted in the beliefs that children play out their phobias, feelings, and emotions and that play has natural healing powers. Play therapy is now successfully conducted with children of all age groups and in individual, family, clinical, school, hospital, and group contexts. It is also successfully implemented with children who have experienced natural and human-made disasters such as hurricanes and tsunamis. This chapter includes information on the rapidly growing body of research showing that play itself is therapeutic, that teachers can be trained to employ play therapy techniques, and group therapy can be meaningfully employed in school where many children are experiencing adjustment and traumatic disorders. TEACHING OBJECTIVES OF THE CHAPTER A. To introduce the idea of play therapy that play can be used to heal mental and emotional damage caused by the child's experiences. B. To discuss the foundations of play therapy, including psychoanalytic theory of Sigmund Freud, as well as the modifications suggested by Anna Freud, Melanie Klein and Carl Jung. C. To discuss the components of modern play therapy, including setting up the playroom, the materials and the relationship of the therapist with the child that are beneficial to play. The modern principles of play therapy are based on the studies of Virginia Axline. D. Other modern approaches to play therapy are discussed including group play therapy, filial therapy and theraplay. E. The potential positive benefits of play therapy are discussed including general functioning, elimination of phobias, academic performance and creativity. KEY TERM DEFINITIONS Axline’s eight basic play principles: Principles of child-centered play therapy developed by Virginia Axline. In these eight principles the therapist must: establish a warm, friendly relationship; accept the child as s/he is; create a permissive relationship that allows the child to express his/her feelings completely; recognize and reflect back the child’s feelings to help him/her understand his/her behavior; respect the child’s ability to solve his/her own problems; set only the limitations necessary to help the child accept responsibility; not attempt to direct the child’s actions or conversation; not attempt to hurry therapy. Bonding: Forming a close relationship with another person and enabling attachment. Catharsis: Purging emotions; in therapy is related to a type of release therapy in which a client is able to deal with their emotions and release tensions associated with difficult emotions. Child-centered play therapy: A type of play therapy utilizing the nondirective therapy approach, in which play is viewed as therapeutic and a means of establishing a secure relationship between child and adult. The child is at the center of this model because s/he has freedom to make choices and express him/herself as desired. Developed by Axline, it is based on the assumption that the individual has within herself the ability to solve her own problems and the drive to mature behavior. Client-centered therapy: Also called nondirective therapy this was developed by relationship therapist Carl Rogers. The emphasis is on the well person rather than the sick person, and works toward client self-actualization by trying to understand the client, and help the client understand and accept whatever conscious attitudes they hold at the moment. Child life program: Developed by the Association for the Care of Children’s Health (ACCH), this program focuses on minimizing stress and anxiety and promoting self-esteem and independence for children and adolescents facing medical care. Other child life programs developed and require a trained child life specialist who can work in a variety of healthcare settings to help alleviate stress and anxiety of children preparing, entering, or recovering from medical treatment. Ego: A concept developed by Freud, this is the conscious function of the self, and relates to the mediation between id and reality. Filial therapy: Developed by Guerney, this is a model for training parents to conduct weekly home play therapy sessions with their children. Common outcomes of this approach are both changed behavior of the child and changed parental perceptions of the child. Id: A concept developed by Freud, this is the unconscious function of the self, and relates to one’s basic desires. Medical play: A type of play that allows children to deal with and cope with any fear or stress they may feel due to impending medical procedures. It may include talking with the child about her fears, providing medical play props, reinforcing the child’s accurate perceptions, and gently guiding the child to explore medical events through play. Oedipus complex: A concept developed by Freud, refers to the feelings surrounding the natural impulse of children to crave exclusive love, usually from the parent of the opposite sex. Release therapy: Developed by Levy, this is a structured approach in which the therapist determines the cause of a child’s difficulty by studying his/her case history, then controls the play by providing selected toys expected to assist in working out the child’s problem. The therapist then asks questions about the child’s feelings and thoughts and observes the child’s verbal and nonverbal behaviors during play. At times the therapist plays with the child or even models play for the child. Resistance: The defensive striving against painful memories or experiences that can lead to forgetting and keeping experiences repressed and out of consciousness. It is the unconscious process of rejecting or attempting to discard unwelcome impulses or unconscious neuroses. Self-actualization: Self-fulfillment; the process or state in which a person feels they can or have become the best they can become. Structured play therapy: A type of play therapy based on the belief that the therapist is more aware than the child of the child’s needs. Consequently, the therapist designs the activity, selects the medium, and makes the rules. Structuring: The process therapists use to convey to the child the special nature of the therapeutic relationship. The child and the therapist enter the playroom, and the therapist structures the situation by stating what is available and letting the child know what s/he can do. Superego: A concept developed by Freud, this is the “conscience” function of the self and refers to the regulation and moralizing part of the self. Theraplay: A form of play and therapy designed for family participation. The delicate interplay of the early bonding ritual between mother and child form the basis for theraplay. The therapy is purposefully physical, sensorimotor play intended to engage the senses and to replicate earlier child–parent bonding rituals. With roots in psychoanalysis, developmental psychology, and nursery school practice, the theraplay process is a mix of empathy and adult authority with the goal of treating troubled children and reducing mental illness. Therapy hour: The scheduled time for play therapy (often 45 minutes), this is a time for children to use the materials in the playroom as they wish, within limits. As the child initially explores the materials in the playroom, the therapist conveys permissiveness and support through her whole being—tone of voice, facial expressions, and actions. Transference: Attitudes transferred by the client to the therapist that were originally transferred to the parent or other significant person. In transference, the patient perceives the therapist as the representative of his original repressed reactions. The patient creates, in relationship to the therapist, new editions of early conflicts during which the patient behaves as he originally behaved. What is play therapy? Why is play therapy needed? Play therapy is based on the psychoanalytic idea the play is beneficial and healing for children. Children often experience traumatic experiences that need to be worked out and traditional therapy that is effective with adults does not work with children. Play therapy can also be used to prevent trauma in emotional situations. What is the evidence indicating that play is therapeutic? Play is the medium for children's expression and can also be a cathartic release of emotional experiences. Therapists can relate to the child during play through verbal discussion. How did play therapy originate and expand over the 20th century? Who were the major players and what were the major approaches? What were the philosophical likenesses and differences? Play therapy originated with Sigmund Freud and the psychoanalytic movement. Freud's theories of children's play were expanded by his followers Anna Freud, Melanie Klein and Carl Jung. Carl Jung developed the idea that neurosis was caused by suppressed symptoms. Melanie Klein and Anna Freud took the ideas of psychoanalysis and applied them to children, they did not use traditional psychotherapy instead they developed the idea that play is therapeutic. What were the major principles of Freudian psychoanalysis? Freudian psychoanalysis is based on the idea that emotions can be released through cathartic experiences, children repeat experiences in play that are repressed. What individuals are most responsible for modifying psychoanalysis into play therapy? What modifications did they make to psychoanalysis? Anna Freud and Melanie Klein are the first to truly apply therapy to play. Carl Rogers and Virginia Axline developed nondirective therapy and child-centered play therapy. What are the fundamental reasons for the emergence of client-centered or childcentered play therapy? Client-centered play therapy is based on the idea that the therapist does not need to direct the analysis, rather she should concentrate on understanding the client. This understanding will allow the clients themselves to reach a better understanding. How should the playroom be set up? What materials are needed? Why are these materials appropriate? Are there toys you would not place in the playroom? Why? Playrooms can be set up in many different ways and many different materials can be used. The important point is that the environment feels safe and secure and the materials need to allow the child to express what they are feeling. What are the major roles of the therapist in child-centered play therapy? How would you introduce the child to the playroom? How would you establish rapport with the child? How would you conduct the therapy session? The major role of the play therapist in child- centered play therapy is to reflect back the feelings and emotions of the child and to create a safe environment where the child can express himself. Should limitations be placed on children in therapy? If so, describe the limitations and defend your answer. Limits are important in play therapy, the child must not damage materials, hurt others or himself during the play. The allowance of hurting or destruction may encourage the child to see destruction and pain as appropriate responses. Select the individual whom you believe has been the leading play therapist. Why did you select this individual? Compare his or her contributions to other leading therapists. Virginia Axline's principles for child-centered play therapy have endured for many years as the foundation for play therapy. How have Axline's eight basic principles of play therapy influenced the field of play therapy? The principles of play therapy provide general guidelines that other therapists can use to structure their own approaches. They are important because they outline the relationship of the therapist with the child and the limits that the play therapy session requires. For which disabilities or problems is play therapy effective? Play therapy can be effective for a number of disabilities or problems including phobias, temper tantrums, child abuse, social and emotional adjustment, and academic difficulties. What does research say about the effectiveness of play therapy? What are the present limitations of play therapy research? The effectiveness of play therapy is generally positive; however, some studies have found that play therapy had little benefit in some short-term situations. Can and should play therapy be successfully conducted in elementary school classrooms? By classroom teachers? In hospitals? In playgrounds? By playground supervisors, play leaders, or play workers? Why or why not? Play therapy is therapy and it is very important that only people especially trained in the field take on therapy of children. It can be carried out in many settings like hospitals and playgrounds. In your opinion, what is the future of play therapy? Defend your answer. Currently play therapy is growing as the beneficial effects are demonstrated. It will become important in the future to demonstrate how play therapy relates to the hard sciences of neurological brain development. CHAPTER 11 Computers and Technology as Emerging Tools CHAPTER OVERVIEW Current research on children’s use of computers and other forms of technology are placed in historical perspectives. Research on technology and play is increasing to keep up with new technology developments. Much of what we know about the effects of technology play on child development is based on older children’s play and play activities but research with younger children is expanding and implications for teacher’s and caretakers are gradually emerging. In this chapter, readers are guided to new standards and research and alerted to the serious concerns that many have for the implications of technology play for children’s development. TEACHING OBJECTIVES OF THE CHAPTER A. To review the history of technology and play over several centuries, including the most recent influences of media and computers on play. B. To discuss the synergy of technology and media that create new was of engaging in play, and the various types of play that have resulted from media/technology synergies. C. To discuss various platforms of computer, mobile, and online play spaces, and examine the various ways players engage in online play, including multiple online role-playing games (MORGs). D. To review how media and technology are connected to commercialism and the ways in which children are positioned via marketing and commercial interests. E. To review the various perspectives on the viability of children’s media play, including discussion about how adults might supervise children’s technology play. KEY TERM DEFINITIONS Avatar: A game manifestation, appearance, or incarnation of the real-world player; a representation of the virtual identity, utilized by a real-world player. Internet: A collection of interconnected computer networks that allow users to communicate with other users in virtual space, and includes individual, commercial, governmental, educational and entities. Media: A form or means of communication. Online: The state of being connected to another person or computer via a combination of a web-enabled electronic device (i.e. a computer, or a web-enabled phone) and the internet. Platform: The hardware, or device, on which particular software programs can be played. Synergy: A combination of different media and technology that creates something totally new. Technology: A means for accomplishing a task, developed via a practical application of information and understanding. Technology has evolved over time, from early technology such as the compass, and printing press to more recent technology such as computers and mobile phones. Virtual: Not physical, but present within a technology. We call something virtual when it has some qualities of a real thing (e.g., appearance, action, sound), but is not real (i.e., it appears only on a flat screen). How does the technology of the 21st century differ from the technology of the 19th century? How do those differences make a difference in how children play, in terms of the toys they use and the context of their play? Froebel developed some of his gifts and occupations to help children practice technical processes, and later industrialization allowed such items to be manufactured as toys for home use. The development of manufacturing also allowed toy makers to mass-produce toys, including miniature versions of technological advances (i.e. toy trains, and automata – mechanical figures with precision clockworks). More recently, 21st century technology has included objects associated with various media influences and content from popular culture, and many new types of devices such as computers, mobile phones, and gaming systems. In the 19th century, children utilized mostly hands-on materials and toys made of wood, metal, cloth, and fabric, and could use the physical objects to hold, manipulate, and use for pretend. In the 20th century, while physical toys still exist, technology such as computers, mobile phones, and the internet allow for children to also play games and imaginary worlds using virtual objects. For example, in the 1800s, a child could have a tea party with a doll, manipulating it, feeling its porcelain or cloth face, moving its arms and legs, brushing its hair, making clothes for it, smelling the tea stained on its face. In the 2000s children can still do this, but could also watch a movie about the doll, buy clothes for the doll and matching clothes for self, or play a video game with a virtual version of the doll, using a mouse to brush its hair, change its clothes, feed it, and possibly have a tea party with it (if the game is designed for such things). What is the difference between players being consumers of media and players playing with media? Players playing with media may use media influences as inspirations for their play, and may include in their play devices with media communication properties. Players as consumers of media combine play with commercialism, and may be inclined to buy things in order to facilitate their play. Think about play that occurs outside the home (or classroom). How might that play be transferred into the home (or classroom)? What are some examples from earlier eras of play that have moved from out of the home to into the home? As technology changed, some play that occurred outside the home/classroom could move inside: earlier arcade games became available on personal computers; children’s entertainment (previously puppet shows, plays) came into the home (or classroom) first via radios and television programming, and later through movies, and websites. Pretend play also has new possibilities in the home/classroom: children can pretend via MORGs with children from other locations, and communicate with kids in other cities or even countries. In the classroom, children can now take virtual field trips via websites and online video sites, and they can even design their own media and toys through easily-accessible programming and robotics. Think about play that began as activity for older people, such as adults or teens. How does that play become part of younger children’s play worlds? Many video games and online games were originally designed for adolescents and adults, but game developers now design games for even very young children. Touch-screen technology and handheld devices enable young children to access video and online games even if they cannot yet read. These types of play become part of children’s play worlds when parents provide them, and/or when friends, or older siblings share them. Locate a computer game (perhaps online). What connection does that game have to other media (such as movies, television, music, books), or other games (real or virtual)? What synergy can you identify? Was the game generated from the media, or did the game serve as a basis for the media? Answers will vary. Have students discuss the differences between video games that spawned media, games that were developed in response to media, games that were designed as platforms for advertising, and games that were designed for educational use. What thinking skills are necessary for players of online games? What do they need to know, and how does technology enable them to learn? Players have to learn to navigate the virtual play world, develop strategies for advancing and winning, decipher signs, learn game rules, and properly manipulate equipment to proceed through the game. They need to have some understanding of how the equipment and visual output work together, and the game must be the appropriate level of difficulty for the player to remain engaged and to learn. If well designed, a game will have enough information to allow the player to begin, and will provide enough success and motivation that the player will wish to continue and progress. How is the social world of technology play different for contemporary players? How does it differ from traditional, interactive play? What new layers of social relationships are part of the online play world? Both traditionally and currently, players can get together and decide how to play, comment on each other’s’ play, support each other, and have fun together. However, with online gaming, children are now able to socialize with others who are not physically present, including players who are unknown (and could be friendly or unfriendly). While gesture, facial expression, and tone of voice are common modalities utilized in traditional interactive play, in online play the availability of these modalities is varied (or even limited/non-existent). Players can also learn from each other and participate in other social environments related to the game, such as online cheat sites. Locate an online role-playing game for a young child. What skills must the player have to begin playing the game? What online resources support these skills? Could this child play the game without adult assistance? Answers will vary. In addition to considering the elements within the selected game, remind students to consider the age of the child, and that child’s physical (i.e. fine motor) skills, and their reading/writing skills in relation to the available assistance. Ask a child to describe what is going on while he plays an online game. Is the child telling a story? What story elements are present: character, setting, motivation, plot, and so on? Answers will vary. Remind students that the possibility of story depends on the type of game played. Some online games offer practice for various skills (i.e. matching, memory, etc.) while other games involve some type of role-play.
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Planning of play experience for children with disability

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Planning of play experience for children with disability
When developing play experiences for children with special needs, serious considerations
must be made according to children's needs and preferences. The goal here is to ensure that every
child is involved, wanted and able to play in a way that will make them happy.
In this case, planning begins with the recognition of some of the unique needs of the
children. For example, children with physical challenges may need appropriate play equipment,
such as low slides, ramps, and special apparatus. Stations on the floor for sensory bins and touch
panels or any craft work set at the children's wheelchairs'...

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