Play Flashcards
4 classic theories of play
- sensorimotor
- symbolic
- parallel play
- cooperative play
2 OT theories & their developers
- Ayres: play as a therapeutic modality
- Reilly: play as assessment and treatment
2 frameworks of play
exploration & participation
3 forms of play
- play as a disposition
- play as an observable behavior
- play as a context
play as a disposition
- *intrinsically motivated**
- *internal locus of control**
- more attention on the means
- player guides & is an active participant
- suspension of reality
different roles kids play out
- work: waitress, school
- relational: mom, kid
- character: ninja turtles
- no identity: come up with creative figure
social play with motor play
- usually leads to play fighting
- wrestling, sword fighting, cops and robbers…
play as a context
- describes conditions under which play will occur
- availability of toys, peers, etc
- adult behavior is minimally intrusive or directive
- timing considers the needs of others
how are play and playfulness different?
- play: interaction with the environment
- playfulness: composed of continuum moving from intrinsic motivation to internal control to suspension of reality
continuum for playfulness/3 components for play
I have this section highlighted and bolded and all sorts of things - it’ll probably be on the quiz
- intrinsic motivation
- internal control
- suspension of reality
intrinsic motivation in playfulness (and relation to OT services)
- if I’m not intrinsically motivated, I can’t move to internal control
- something about the activity is appealing
- takes into consideration what drives the child
- *we need to be intrinsically motivating with our clients - use it to your advantage**
internal control in playfulness
- feeling physically and emotionally safe
- match between activity and skill
- player helps make decisions
- they don’t have to run the show - they really might not care about who chooses what
- ability to share control - difficult for a lot of kids
- share ideas and negotiate
2 things to always work on in play!!!
intrinsic motivation and internal control - they’re important through the rest of life
suspension of reality in play
- pretend/fantasy play
* *reduction of consequences that might normally be associated with doing that action in real life**
the incorporation of language in play
it doesn’t have to be incorporated
types of individual play
- unoccupied
- onlooker
- solitary
types of group play
- parallel (close to each other but playing different things)
- associative (same thing but not really sharing)
- cooperative (working together with shared interests, interacting for the sole purpose of play)
physical effects of disability on play
mobility, exploration, and social aspects
cognitive effects of disability on play
sequencing, planning movement, turn taking
sensory effects of disability on play
- impacts desire to engage* - needs or resistant to input
- impacts what kids want to play
4 behaviors that indicate play
- incompletely functional (completely playful)
- spontaneous/ voluntary/rewarding (internal motivation)
- differs from other behavior in form and timing (not part of the routine)
- totally absorbing
assessing play looks at
- play history
- skills
- development (cog, social…)
- experience of state of mind
Knox Preschool Play Scale basic info
- capacity of play (what the player does)
- 0-6 years
- indoor and outdoor observations
- 4 play dimensions
4 play dimensions for Knox Preschool Play Scale
- space management
- material management (manipulation, construction…)
- pretense-symbolic (imitation and dramatization)
- participation (type, cooperation, humor, language)
- all are important throughout life -seen in TBI patients*
Assessment of Ludic Behaviors measures….
if they can be silly
ToP
- how the player approaches play
- 3 months - 17 years
- observation of play in more than one setting
- TOES is sister assessment that looks at environment
use standardized assessments for play when…
- you need a baseline to compare progress
- identify an area of development
things to look for when using play as assessment
- what they do
- why they enjoy it
- how they approach it
- their capacity to play
- supportiveness of environment
when is play used as a therapeutic MODALITY
when treatment goals are to improve specific component skills
ways to turn non-play activities into play
- create competition
- asking to make something out of what you have
- add a fantasy element
- incorporate role play
- be excited
- let them direct
2 uses for play-based intervention
- develop play skills
- facilitate playfulness
ways to develop play skills
- focus on participation
- focus on improvement of immature play skills
- focus on improving mismatch between preference and skill
interventions for playfulness
- perception of control (choices, put them in charge)
- find and encourage source of motivation
- encourage freedom to suspend reality
