Deck 1 Pretend Play.pdf

Facilitating Pretend Play DR MAY LIM ASSOCIATE PROFESSOR SINGAPORE INSTITUTE OF TECHNOLOGY Acknowledgement Prof Karen Stagnitti – Deakins University Some parents say… “I don’t know how to play with my child?” “There are so much to teach my child, we have no time to play” “Children can play on their...

Facilitating Pretend Play DR MAY LIM ASSOCIATE PROFESSOR SINGAPORE INSTITUTE OF TECHNOLOGY Acknowledgement Prof Karen Stagnitti – Deakins University Some parents say… “I don’t know how to play with my child?” “There are so much to teach my child, we have no time to play” “Children can play on their own, there is no need to teach them” “Therapy is more important to help him develop” What is Play? A child’s Occupation More internally than externally motivated Go beyond reality and reflects reality Controlled by Player Attention to process than product Play is highly related to social skills development RECAP from year one: 1. Exploratory 2. Functional 3. Constructional 4. Dramatic / Pretend 5. Symbolic 6. Games with rules 7. Rough and Tumble Types of Play Development of play from 0-18 months Age Gross Motor Fine Motor Thinking Skills Social Language 0-3 months lie on stomach, lift head against gravity hands open, (from fisted to open) follow object with eyes, look at hand smile, recognise people cooing, babbling 3-6 months mouthing, use lips to get info, use both roll from supine to prone, use whole hand to grab hands to toy, transfer between hands, smile at self in mirror, toy recognise people sit briefly bring hands to toy 6-9 months eat independently, peeksit independently, roll from pick toy with fingers, hold toy with both hands, play with toy a-boo (object prone to supine permanence) 2 sounds use thumb side of hand and put in box babble in 'conversation, 'mum mum' pull toy out of box, repeat action with toy, cause and effect toys Reach to image in mirror for toy, will assist in will 'give' toy on dressing command 9-12 months stand, cruise poke with finger, use finger separately 12-15 months walking turn pages of book, hold 2 toys in 1 hand scribble with crayon, put toy in box throw ball back, interactive games know object by name 15-18 months climb onto adult chair stack 2-3 blocks, turn pages tip out object from bottle (problem solve) pull toy in string as they walk point at pictures Benefits of Pretend Play Convincing parents to work on play “I want my child to be able to sit still and not seeking my attention all the time. I like to him to be able to speak more fluently. Why are you working on pretend play?” Educational Perspective Pretend play develop literacy by helping child to : Organize thinking Relate events Understand abstract ideas Research Findings Children engaged in pretend play (as compared to other forms of play) used more cohesive oral language Pretend play has been found to be significantly related to achievement in language, reading and writing in grade 1. Availability of appropriate play material in 2nd year of life appears related to later reading achievement. Stagnitti, K., & Unsworth, C. (2000). The Importance of Pretend Play in Child Development: An Occupational Therapy Perspective. British Journal of Occupational Therapy, 63, 121-127. doi:10.1177/030802260006300306 Social Perspective Pretend play helps the child to: Practise real life scenarios Develops social skills Assessment available Symbolic and Imaginative Play Developmental Checklist (SIPDC) Child-Initiated Pretend Play Assessment (CHIPPA) Symbolic Play Test (SPC) Development of Pretend Play “Learn to Play” Karen Stagnitti “Not all Children can Play!” Children learn through play and it is a myth that all children naturally develop this ability - Karen Stagnitti Before we start… Symbolic and Imaginative Play Developmental Checklist (SIPDC) Chronological age ≠ play age in SIPDC Not a standardized assessment, don’t be obsessed about exactly where child is at. Use it as a gauge. Components of Pretend Play 1. Theme 2. Sequences of Play Action 3. Object Substitution 4. Social Interaction 5. Role Play 6. Doll/ Teddy Play Pretend Play : Themes 18m : relate to body/self (eat, drink, sleep) 20m : relate to things/events in the home 2 years : events in and out of the home within personal experience 2.5 years : life experiences but of the less frequent sort 3y-3.5y : beyond personal experience (books, TV) 4y : beyond personal experience but with subplots and problems to solve 5y : may be fantasy, never seen or experienced before Video example: 2.5years-old, teacher – student theme Pretend Play : Sequences 18m : perform 1 action 20m : 2-3 illogical actions 2y : simple, logical sequences 2.5y : detailed logical but no planned story line 3y : multiple play actions that are logical e.G feed, sleep, wake, go for walk, go home 3.5y : has play strategy (premeditated, not influenced by object/env) 4y : pre-planned storyline with subplots 5y : pre-planned and organised (can be over days/weeks) Pretend Play : Object Substitution 18m : functional use (use obj for its function) 20m : able to use similar object 2y : can use inanimate object to make 2 objects 2.5y : one object has 2 or more functions 3y : block = wall (constructive) 3.5y : can use body parts as objects, imaginary objects referred 4y : distinct object for substitution. Shoe = train 5y : as above and use language to describe what they have Pretend Play : Social Interaction 18m & 20m : imitate a pretend action 2y : ask for objects in play, alongside other children 2.5y : imitate other child, beside them 3y, 3.5y : associative - play beside, do same thing 4y & 5y : cooperate and negotiate (fight and argue) Pretend Play : Role Play 18m, 20m : imitate actions previously seen 2y : imitates others 2.5y : take on roles for short time 3y, 3.5y : many roles for short time 4y : several roles in one play session 5y : same role throughout play session Pretend Play : Doll/bear 18m : 1 action with doll 20m : doll sit in chair, several actions to doll 2y : doll does things (cup for doll because doll can drink) 2.5y :doll can sleep and wake up, abstract doll 3y : doll active, can use doll house 3.5y : doll active, start to have characteristics 4y : doll has life, career separate from child 5y ; as above, lang to describe doll’s activities Activity: In groups of 3 or 4:Based on the video, score the two children in SIPDC https://www.youtube.com/watch?v=LtGYkwxwwfQ What not to do? Don’t ask too many questions Don’t worry about the length of time Don’t introduce too many toys Don’t buy too many electronic or digital toys Pretend Play : What level Children may have uneven development (higher in some areas) Usually use the lowest level as the indicator and as the starting point Themes should be used to select play situations because of awareness and understanding Improvements we aim More ideas to play Longer attention to play Improve in use of language Generalized what he learnt from imitation Improved social skills Research on Learn to Play What level Transfer component tick to the score summary page Children may have uneven development (higher in some areas) Usually use the lowest level as the indicator and as the starting point Ultimate Aim Child has more ideas to play ◦ by him/herself ◦ Or with you ◦ Or with other children Ability to attend to play Has a wider repertoire for play Play Ideas Not every adult has ideas how to play Create idea bank ◦ Discuss ideas and sort according to the development ◦ Ideas must be relevant to your child’s life experiences Facilitation of play at different stage Determining where to start 1. Consider what area you want to work on 2. Consider what play theme he can understand (or he’ll be lost) 3. Consider all the aspects to challenge one or two areas but keep the level of the other areas Example Stages Age Play Themes Sequences Object Substitution I decide to work on this Social Interaction Roles Doll / Teddy play B 18m relate to body/self (eg drink, sleep) perform 1 action functional (use object for its imitate a pretend function) action perform actions previously seen doll performs 1 action C 20m relate to things or events in the home 2-3 illogical actions **able to use similar looking object imitate a pretend action perform actions previously seen doll can sit on chair D 2 years relate to events in and out of the home (within personal **simple, logical action experience) sequences one object can become 2 other objects **ask for objects in play **imitate others **doll does things (e.g. cup for doll because doll can drink) E **relate to life experiences but of 2.5 years the less frequent sort detailed logical one object can become many objects play beside and imitate others able to take on roles for a short time multiple play actions that expand beyond are logical e.g. feed, sleep, Associative play - play personal experience wake, go for a walk, go beside and do the (books, TV etc) home blocks as wall (constructive) same things can take on many roles but for a short time can play with doll's house F 3 years G expand beyond has play strategy (precan use body parts in personal experience meditated, not influenced substitution and as 3.5 years (books, TV etc) by object or environment) imaginary objects H I 4 years 5 years can use abstract doll, doll can sleep and then wake up Stories have subplots use a distinct object for with problems to pre-planned storyline with substitution e.g. shoes = solve subplots train, hats = boats) use a distinct object for themes may be substitution e.g. shoes = fantastic, never seen train, hats = boats). And before, stories made pre-planned and organised also use language to up play (over days and weeks) describe what they have. Associative play - play beside and do the same things can take on many roles but for a short time doll has characteristics Cooperate and negotiate (fight and argue) Cooperate and negotiate (fight and argue) several roles doll has a life, career, voice etc (separate from child) same role throughout the play session doll has a life, career, voice etc (separate from child) My decision 1. Supermarket 2. Pick up item, pay money at cashier, receive things in plastic bag 3. I will use tissue box and toilet roll to make an abstract robot/doll to collect money In groups of 3 Based on case study Jun Hao’s profile, Spend the first 5 minutes, planning your pretend play session and then practice on each other. You should decide 1. what you want to work on 2. the toys needed 3. your play sequence 4. how to go about demonstrating or facilitating it 18-30m play level Emphasis on imitation of actions Building up a database of actions Repeat 3 times Develop a variety of actions Don’t need great variety of toys and objects 3 year old play level Emphasis on extending sequences Increase amount of toys and objects ◦ Have to organise and not get overwhelmed May need to repeat actions less times (e.g. 2x) 4-5 year play level Focus on expanding and extending with problem solving May even have 1 activity for the hour of play Summary Play is vital to development especially language social skills organisation of thinking problem solving flexibility