Play is the Work of Childhood
First Published in the Magazine of Santa Clarita
by
Ramona Hall, MA
www.ramonahalleducationalpsychology.com
Take some time to watch a group of children at play. So often we think of childhood as a carefree time when all children have to do is have fun and “just” play. In reality, play involves incredibly complex functions in all aspects of the child’s development. It promotes growth in language, social, emotional, motor, and cognitive areas. Children at play are engaged in the very serious business of learning while deriving pleasure and relaxation. Play is not a frivolous, time-filling pursuit. It is as important and necessary to a child’s day as structure and responsibilities. Play is part of the work of childhood.
In terms of language, play introduces new language concepts and vocabulary. It motivates children to use verbal expression as a means of communication with others. In play, children are able to practice their emerging language skills, master new ones, clarify concepts, and verbally frame their environment.
With respect to social and emotional development, play serves to teach children the give and take of peer interactions. As children begin to associate and interact with others in play, they learn how to develop common goals, try on different roles, cooperate, develop and understand rules, and compete. Play can help children to work through everyday stresses and fears. Observation of play gives adults a window into the child’s level of self-confidence and emotional maturity.
The motor development aspects of play are probably the most obvious. Through running, jumping, climbing, and throwing, children use and refine large motor skills. Other kinds of play activities which involve use of objects, toys, and art materials help develop small motor and perceptual-motor skills.
Cognitive skills development is present throughout all play activities. Problem solving, judgment, divergent thinking, reasoning, memory, quantitative concepts, and language all evolve in the context of play.
As adults, we can support the important goals of play by understanding its force in children’s lives. We can provide the time, space, and materials to allow for a variety of play activities. We can be observers, participants, and commentators during playtime so that children’s play becomes an opportunity to advance learning while receiving positive parental attention. Finally, we can take time for play ourselves, thus modeling for our children the rewards of balancing responsibilities with spontaneity and joy.
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Play Therapy Techniques
by
Ramona Hall, MA
Why play in therapy? Play is an integral part of child development. Through play children learn social rules, develop language, increase reasoning skills, and use creativity and imagination.
Counselors and therapists use play strategies with children of all ages. The therapist starts with activities at the child’s current developmental level to help him or her communicate thoughts, feelings, and beliefs. Therapeutic play helps children and adolescents develop positive relationships with a caring adult, and at the same time, helps the client develop better coping abilities, improve social skills, and increase insight into problems. Play therapy can be a very effective tool in helping children of all ages to:
- · Become more confident
- · Learn social skills
- · Solve internal conflicts
- · Develop empathy for others
- · Accept personal responsibility
The individual therapist may use a variety of play techniques, depending upon the child’s developmental level and the therapeutic goals. This may include, among many others, board games, puzzles, drawing, puppetry, and sand tray. For example, a therapist may choose to use a therapeutic board game that encourages the impulsive child to stop, think, and generate possible plans before taking an action. In addition, the child is learning to cooperate, take turns, and respect the other player’s input.
Another example of therapeutic play is the use of a sand table. This gentle, non-threatening technique is sometimes used with couples and families as well. The player uses a variety of human figures, fanciful creatures, building materials, and more, to express and confront fears, while creating new ways to self-regulate and achieve mastery over troublesome emotions. Sand table play also provides the viewer with clues to the player’s state of mind.
So when you ask a child how was his or her session and you hear “We just played.” Know that important work is being done.