PLAY
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Jul 19, 2013
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About This Presentation
"ITS VALUE, CRITERIA, CHARACTERISTICS, AND TYPES"
PARTEN'S STAGES OF PLAY
Slide Content
Presented by:
CHRISTIAN D. EVANGELISTA
MARIANNE T. EVANGELISTA, MSHRM
“PLAY ”
CHRISTIAN D. EVANGELISTA
MARIANNE T. EVANGELISTA, MSHRM
“PLAY ”
PLAY
•Range of voluntary,
intrinsically motivated
activities normally
associated with pleasure
and enjoyment
•Also known as “Work of the
Children” / Daily work of a
child
•Act as a tool for assessing
stress
•Range of voluntary,
intrinsically motivated
activities normally
associated with pleasure
and enjoyment
•Also known as “Work of the
Children” / Daily work of a
child
•Act as a tool for assessing
stress
CRITERIA
•Voluntary
•Internally Motivated
•Unique to each child
•Active with Motion and Cognition
•Voluntary
•Internally Motivated
•Unique to each child
•Active with Motion and Cognition
CONTENT OF PLAY
•This involves physical, mental, emotional,
and spiritual aspects of the play along
with the social relationships.
•It follows a directional trend of simple to
complex
•This involves physical, mental, emotional,
and spiritual aspects of the play along
with the social relationships.
•It follows a directional trend of simple to
complex
CHARACTERISTICS
OF
OF
THE CHARACTERISTICS OF PLAY
• Play is child-chosen.
• Play is child-invented.
• Play is pretend but done as if the activity were real.
• Play focuses on the doing (process, not product).
• Play is done by the players (children), not the adults
(caregivers, teachers, or parents).
• Play requires active involvement.
• Play is pleasurable
• It is marked by flexibility
• Play is child-chosen.
• Play is child-invented.
• Play is pretend but done as if the activity were real.
• Play focuses on the doing (process, not product).
• Play is done by the players (children), not the adults
(caregivers, teachers, or parents).
• Play requires active involvement.
• Play is pleasurable
• It is marked by flexibility
VALUES
OF
OF
VALUES OF PLAY
• PHYSICAL VALUE
• INTELLECTUAL VALUE
• MORAL VALUE
• CREATIVE VALUE
• THERAPEUTIC VALUE
• SOCIALIZATION
• PHYSICAL VALUE
• INTELLECTUAL VALUE
• MORAL VALUE
• CREATIVE VALUE
• THERAPEUTIC VALUE
• SOCIALIZATION
PHYSICAL VALUE
•Muscular & sensory abilities are
developed . Infants & young children
develop their sensory abilities
through the tactile, visual and
auditory sensations derived from
playing with rattles balls & other toys
•Toddlers & preschool children enjoy
large muscle activity such as running,
climbing & exploring the
environment . School age children
organize their movements into more
complex forms like bicycle riding,
racing.
•Muscular & sensory abilities are
developed . Infants & young children
develop their sensory abilities
through the tactile, visual and
auditory sensations derived from
playing with rattles balls & other toys
•Toddlers & preschool children enjoy
large muscle activity such as running,
climbing & exploring the
environment . School age children
organize their movements into more
complex forms like bicycle riding,
racing.
INTELLECTUAL VALUE
•Children learn the differences
in sizes, shape, colours,
textures, numbers, & names
of the objects.
•They learn to understand
special relationships, to do
abstract thinking ,& to
engage in problem solving
activities.
•Distinguished what is real &
what is unreal/ fantasy.
•Children learn the differences
in sizes, shape, colours,
textures, numbers, & names
of the objects.
•They learn to understand
special relationships, to do
abstract thinking ,& to
engage in problem solving
activities.
•Distinguished what is real &
what is unreal/ fantasy.
MORAL VALUE
•Cultural values like
honesty , integrity,
sportsmanship, &
compassion are learned.
•They assumes responsibility
for their own actions.
should adhere to the group
values & can be expelled if
they don’t.
•Cultural values like
honesty , integrity,
sportsmanship, &
compassion are learned.
•They assumes responsibility
for their own actions.
should adhere to the group
values & can be expelled if
they don’t.
CREATIVE VALUE
•Playing with materials
like clay , paper & finger
paints.
•Children are most
creative when they are
playing alone.
•They carry their new
discoveries to the outside
world of play.
•Playing with materials
like clay , paper & finger
paints.
•Children are most
creative when they are
playing alone.
•They carry their new
discoveries to the outside
world of play.
THERAPEUTIC VALUE
•Play provides the release of stress and
tension. Children express their emotions
and test out frightening situations in a
way that peers and adults can accept.
They reveal themselves through play.
•Nurses can carefully observe the play of
children & determine needs , concerns &
feelings that cannot be put in to words.
Children should be protected if they
become aggressive & should be guided
into less aggressive type of play
•Play provides the release of stress and
tension. Children express their emotions
and test out frightening situations in a
way that peers and adults can accept.
They reveal themselves through play.
•Nurses can carefully observe the play of
children & determine needs , concerns &
feelings that cannot be put in to words.
Children should be protected if they
become aggressive & should be guided
into less aggressive type of play
SOCIALIZATION
•Social & emotional
development is
enhanced through play.
•When they play with
adults , parents and
peers they develop
social relationship.
•Social & emotional
development is
enhanced through play.
•When they play with
adults , parents and
peers they develop
social relationship.
TYPES
OF
OF
SOCIAL AFFECTIVE PLAY
SENSE PLEASURE PLAY
PLAY WITH OBJECTS
PLAY WITH LANGUAGE
SKILL PLAY
PLAY WITH MOTION
AND INTERACTION
AND INTERACTION
PLAY WITH NATURE
PLAY WITH SOCIAL MATERIAL-EXPLORE,
RELATION BETWEEN OBJECTS, ACTIONS,
AND PEOPLE
RELATION BETWEEN OBJECTS, ACTIONS,
AND PEOPLE
PLAY WITH CHILD’S INTEREST
AND SKILLS
AND SKILLS
RITUALISTIC PLAY-IT IS THE CONTROLLED
RHYTHMIC REPETITION OF ACTIVITIES
RHYTHMIC REPETITION OF ACTIVITIES
PLAY WITH ANIMALS
PLAY WITH RULES
PLAY WITH
GADGETS / TECHNOLOGY
GADGETS / TECHNOLOGY
PARTEN’S
STAGES OF PLAY
STAGES OF PLAY
MILDRED PARTEN
•Mildred Parten (1902–after 1932) was an
American sociologist, a researcher at University of
Minnesota's Institute of Child Development.
•She completed her doctoral dissertation in 1929. She
developed the theory of SIX stages of child's play
•Parten was one of the first to conduct extensive studies
on children for the case of play.
•Mildred Parten (1902–after 1932) was an
American sociologist, a researcher at University of
Minnesota's Institute of Child Development.
•She completed her doctoral dissertation in 1929. She
developed the theory of SIX stages of child's play
•Parten was one of the first to conduct extensive studies
on children for the case of play.
UNOCCUPIED
•The child is not
playing or watching
anyone or anything
in particular.
•They might stand or
sit and just do
nothing.
•The child is not
playing or watching
anyone or anything
in particular.
•They might stand or
sit and just do
nothing.
•The child spends most
of their time
watching others play.
•They might look or
talk to the players,
but will not engage
in the actual play
activity
ONLOOKER
of their time
watching others play.
•They might look or
talk to the players,
but will not engage
in the actual play
activity
ONLOOKER
•The child plays
alone.
•No connection or
conversation is
made with anyone
nearby.
SOLITARY PLAY
(Independent Play)
alone.
•No connection or
conversation is
made with anyone
nearby.
SOLITARY PLAY
(Independent Play)
•The child plays alone
but with toys that
are shared with
others.
•The child plays
beside other children
but communication
might be limited or
none at all.
PARALLEL PLAY
but with toys that
are shared with
others.
•The child plays
beside other children
but communication
might be limited or
none at all.
PARALLEL PLAY
•The child plays with
other children.
•The play is not
coordinated. They
may talk and share
toys but they are
still independent
players.
ASSOCIATIVE PLAY
other children.
•The play is not
coordinated. They
may talk and share
toys but they are
still independent
players.
ASSOCIATIVE PLAY
•Children come
together and play.
•A group of children
with a common goal
or similar interests,
acting out adult
situations or playing
formal games.
COOPERATIVE PLAY
together and play.
•A group of children
with a common goal
or similar interests,
acting out adult
situations or playing
formal games.
COOPERATIVE PLAY
OTHER TYPES OF PLAY
THAT CONTRIBUTES TO A
CHILD MATURITY
THAT CONTRIBUTES TO A
CHILD MATURITY
Continuation:
•While these stages are important and
necessary for a child's social development,
there are other types of play that also
contribute to a child's maturity.
•These types of play usually develop as a child
begins to engage in cooperative play and
include:
•While these stages are important and
necessary for a child's social development,
there are other types of play that also
contribute to a child's maturity.
•These types of play usually develop as a child
begins to engage in cooperative play and
include:
DRAMATIC / FANTASY PLAY
•Got a kid who loves to play dress up?
How about pretending to be an
“Artist" or “Lawyer?" That's dramatic,
or fantasy play.
•Through this type of play, not only
does your child's imagination get a
workout, but they learn how to take
turns, cooperate, share and work on
language development.
•Through role play, kids are also able to
learn about functioning in the greater
community.
•Got a kid who loves to play dress up?
How about pretending to be an
“Artist" or “Lawyer?" That's dramatic,
or fantasy play.
•Through this type of play, not only
does your child's imagination get a
workout, but they learn how to take
turns, cooperate, share and work on
language development.
•Through role play, kids are also able to
learn about functioning in the greater
community.
COMPETITIVE PLAY
•Whether she's beating her brother
at raceway and Ladders or playing
on a local soccer team, your child is
engaging in competitive play.
•Rules and turn taking are the big
lessons taken from this type of play,
but so are taking turns and
functioning as part of a team (if
that is the type of play involved).
•This can be a very fun type of play
if your child wins, but be prepared
to talk your child through it if she
loses.
•Whether she's beating her brother
at raceway and Ladders or playing
on a local soccer team, your child is
engaging in competitive play.
•Rules and turn taking are the big
lessons taken from this type of play,
but so are taking turns and
functioning as part of a team (if
that is the type of play involved).
•This can be a very fun type of play
if your child wins, but be prepared
to talk your child through it if she
loses.
PHYSICAL PLAY
•This type of play is less about
being social (although it certainly
involves that) and more about
being physical. Gross and fine
motor skills really come into play
here, whether your child
is throwing a ball or riding a bike.
•Physical play is important because
it encourages kids to be active,
something they are likely to do as
they get older.
•This type of play is less about
being social (although it certainly
involves that) and more about
being physical. Gross and fine
motor skills really come into play
here, whether your child
is throwing a ball or riding a bike.
•Physical play is important because
it encourages kids to be active,
something they are likely to do as
they get older.
CONSTRUCTIVE PLAY
•Building with blocks. Making a road
for some toy cars. Constructing a fort
out of couch pillows. All forms of
constructive play.
•Constructive play teaches kids about
manipulation, building and fitting
things together. Cognitive skills are
important here too as a child learns
to figure out how to make
something work best, whether it is a
block tower that won't stand up or a
sand castle that keeps collapsing.
•Building with blocks. Making a road
for some toy cars. Constructing a fort
out of couch pillows. All forms of
constructive play.
•Constructive play teaches kids about
manipulation, building and fitting
things together. Cognitive skills are
important here too as a child learns
to figure out how to make
something work best, whether it is a
block tower that won't stand up or a
sand castle that keeps collapsing.
PLAY
•It is a type of play
which concentrates
on events in health
care settings such as
injection, or
procedures
MEDICAL PLAY
which concentrates
on events in health
care settings such as
injection, or
procedures
MEDICAL PLAY
PLAY IN ILLNESS
•PLAY THERAPY – it is a form of psychotherapy since 1900.
Play therapy is generally employed with children aged 3
through 11 and provides a way for them to express their
experiences and feelings through a natural, self-guided, self-
healing process. As children’s experiences and knowledge
are often communicated through play, it becomes an
important vehicle for them to know and accept themselves
and others.
•THERAPEUTIC PLAY – It is the use of play specially as a
language for sick children to communicate their thoughts
and feeling
•PLAY THERAPY – it is a form of psychotherapy since 1900.
Play therapy is generally employed with children aged 3
through 11 and provides a way for them to express their
experiences and feelings through a natural, self-guided, self-
healing process. As children’s experiences and knowledge
are often communicated through play, it becomes an
important vehicle for them to know and accept themselves
and others.
•THERAPEUTIC PLAY – It is the use of play specially as a
language for sick children to communicate their thoughts
and feeling
CHARACTERISTICS OF MEDICAL
PLAY
1.Part of its content medically themed and / or it includes the use of
medical equipment.
2.Play may be offered or initiated by an adult/parent, but is voluntarily
maintained by the child.
3.Medical play is usually enjoyable for the child and is accompanied by
laughter and relaxation. However, the process of play can be intense
and aggressive.
4.Medical play and preparation are not the same. They are not
interchangeable. When an adult attempts to prepare a child for a
medical event by demonstrating a procedure or familiarizing a
child with equipment, education may occur, but not necessarily play.
Play may follow familiarization if play opportunities are made
available.
PLAY
1.Part of its content medically themed and / or it includes the use of
medical equipment.
2.Play may be offered or initiated by an adult/parent, but is voluntarily
maintained by the child.
3.Medical play is usually enjoyable for the child and is accompanied by
laughter and relaxation. However, the process of play can be intense
and aggressive.
4.Medical play and preparation are not the same. They are not
interchangeable. When an adult attempts to prepare a child for a
medical event by demonstrating a procedure or familiarizing a
child with equipment, education may occur, but not necessarily play.
Play may follow familiarization if play opportunities are made
available.
PURPOSE OF MEDICAL PLAY
•Provides diversion and brings interaction
•Helps to feel more secure in strange environment
•Lessens stress of a sick child
•Release of tension and expression of feeling
•Encourage interaction and development of positive
attitude
•An expressive outlet for creative ideas
•Means for accomplishing therapeutic goal
•Provide the child an active role
•Provides diversion and brings interaction
•Helps to feel more secure in strange environment
•Lessens stress of a sick child
•Release of tension and expression of feeling
•Encourage interaction and development of positive
attitude
•An expressive outlet for creative ideas
•Means for accomplishing therapeutic goal
•Provide the child an active role
TYPES OF
MEDICAL PLAY
MEDICAL PLAY
ROLE REHEARSAL / ROLE
REVERSAL PLAY
•This is the most traditional medical play.
Children take on the roles of health care
professionals, acting out medical
procedures and events on dolls, puppets,
stuffed animals or other people (children
or adults).
•Real medical materials and equipment
is used, as well as specially made toys
created for medical play, such as toy
doctor kits, a patient puppet, a doll
sized MRI or hospital bed. Children often
use this type of medical play to re-enact
events they have experienced.
REVERSAL PLAY
•This is the most traditional medical play.
Children take on the roles of health care
professionals, acting out medical
procedures and events on dolls, puppets,
stuffed animals or other people (children
or adults).
•Real medical materials and equipment
is used, as well as specially made toys
created for medical play, such as toy
doctor kits, a patient puppet, a doll
sized MRI or hospital bed. Children often
use this type of medical play to re-enact
events they have experienced.
•This also involves role playing
medical themes. However,
traditional play materials, blocks,
doll houses, cars, trucks and
stuffed animals are used to
create roles and stories for
medical play, instead of actual
medical equipment.
•In medical fantasy play, children
avoid contact with feared
objects, but can still play out
topics of concern.
MEDICAL FANTASY PLAY
medical themes. However,
traditional play materials, blocks,
doll houses, cars, trucks and
stuffed animals are used to
create roles and stories for
medical play, instead of actual
medical equipment.
•In medical fantasy play, children
avoid contact with feared
objects, but can still play out
topics of concern.
MEDICAL FANTASY PLAY
•Hospital themed activities
such as puzzles, games and
songs enable
familiarization, exploration
and education relating to
medical experiences.
•This type of play also uses
medical materials in non-
traditional ways, such as
using syringes to squirt
water, and using IV tubing
as drinking straws.
INDIRECT MEDICAL PLAY
Indirect Medical Play
such as puzzles, games and
songs enable
familiarization, exploration
and education relating to
medical experiences.
•This type of play also uses
medical materials in non-
traditional ways, such as
using syringes to squirt
water, and using IV tubing
as drinking straws.
INDIRECT MEDICAL PLAY
Indirect Medical Play
•This offers many different ways for a
child to express themselves, their
understanding of and reactions to their
medical experience. Art activities can
vary greatly, including painting,
drawing, collage and 3D sculptures.
•Basic art materials are appropriate:
paint, paper, markers and glue offer a
wide range of choices. Including some
medical materials, such as band aids,
plasters, gauze and tongue depressors
can enhance the medical theme.
MEDICAL ARTS PLAY
child to express themselves, their
understanding of and reactions to their
medical experience. Art activities can
vary greatly, including painting,
drawing, collage and 3D sculptures.
•Basic art materials are appropriate:
paint, paper, markers and glue offer a
wide range of choices. Including some
medical materials, such as band aids,
plasters, gauze and tongue depressors
can enhance the medical theme.
MEDICAL ARTS PLAY
TOY
DEFINITION
•The word “Toy” comes from an old English term that
means :TOOL
•Toys are TOOLS for a child.
•With these tools, children are allowed to use their
senses, fine and gross motor skills, and their
imaginations.
•Cognitive and social skills are also increased as a child
plays with toys.
•Toys are valuable TEACHING tools.
•The word “Toy” comes from an old English term that
means :TOOL
•Toys are TOOLS for a child.
•With these tools, children are allowed to use their
senses, fine and gross motor skills, and their
imaginations.
•Cognitive and social skills are also increased as a child
plays with toys.
•Toys are valuable TEACHING tools.
TYPES of TOYS
•Soft & Cuddling Toys
–Dolls, stuffed animals, etc.
•Manipulation/Small Motor Skill Toys
–Blocks, puzzles, snap, gears, games, etc.
•Large Motor Skill Toys
–Tricycles/bikes, balls, jump ropes, scooters, etc.
•Dramatic Play
–Dress-up clothes, furniture and accessories, etc.
•Soft & Cuddling Toys
–Dolls, stuffed animals, etc.
•Manipulation/Small Motor Skill Toys
–Blocks, puzzles, snap, gears, games, etc.
•Large Motor Skill Toys
–Tricycles/bikes, balls, jump ropes, scooters, etc.
•Dramatic Play
–Dress-up clothes, furniture and accessories, etc.
SELECTION OF TOYS
•Make sure the toy is DAP
Toys for age-appropriate development of the child
•SIZE of toy and pieces
•Larger than the child’s two fists
•No SHARP edges or points
•Broken toys should be fixed or thrown away
•NON-TOXIC materials
•Avoid all painted toys for babies & toddlers
•DURABLE, WASHABLE and CLEAN
•Toy’s that won’t break easily
•Toys that can be cleaned easily
•TEACH a Skill or Concept
–Aide in one of the 5 areas of Child Development
•Make sure the toy is DAP
Toys for age-appropriate development of the child
•SIZE of toy and pieces
•Larger than the child’s two fists
•No SHARP edges or points
•Broken toys should be fixed or thrown away
•NON-TOXIC materials
•Avoid all painted toys for babies & toddlers
•DURABLE, WASHABLE and CLEAN
•Toy’s that won’t break easily
•Toys that can be cleaned easily
•TEACH a Skill or Concept
–Aide in one of the 5 areas of Child Development
TOYS SAFETY
•Regularly check toys for damage that may have
created sharp edges or loose small parts. Damaged or
dangerous toys should be repaired or thrown away
immediately.
•Keep toys intended for older children away from
younger children – such toys may injure younger
children.
•Store toys safely. Teach children to put toys away so
they are not tripping hazards.
•Regularly check toys for damage that may have
created sharp edges or loose small parts. Damaged or
dangerous toys should be repaired or thrown away
immediately.
•Keep toys intended for older children away from
younger children – such toys may injure younger
children.
•Store toys safely. Teach children to put toys away so
they are not tripping hazards.
TOYS SAFETY
•Safe toys for young children are:
–well-made (with no shared parts or splinters
and do not pinch)
–painted with nontoxic, lead-free paint
–shatter-proof
–easily cleaned
•Safe toys for young children are:
–well-made (with no shared parts or splinters
and do not pinch)
–painted with nontoxic, lead-free paint
–shatter-proof
–easily cleaned
TOYS FOR DIFFERENT
AGE GROUP
AGE TOYS GENERAL
CONSIDERATION
INFANCY SOFT STUFFED
ANIMALS,DOLLS, SOFT
BALLS, BATH TOYS,
•BABY LIKES TO HUG TOYS
•IT SHOULD BE BRIGHT COLOURED
AND WASHABLE
•IT SHOULD BE LARGE AND HAVE
SMOOTH EDGES
AGE GROUP
AGE TOYS GENERAL
CONSIDERATION
INFANCY SOFT STUFFED
ANIMALS,DOLLS, SOFT
BALLS, BATH TOYS,
•BABY LIKES TO HUG TOYS
•IT SHOULD BE BRIGHT COLOURED
AND WASHABLE
•IT SHOULD BE LARGE AND HAVE
SMOOTH EDGES
AGE TOYS GENERAL
CONSIDERATION
TODDLER POTS AND
PANS,PUSH AND
PULL TOYS, DOLLS
TELEPHONE,
ROCKING HORSE OR
CHAIR, BALLS
•THEY WILL HAVE A
FAVOURITE TOY
•THEY LIKE TO PLACE
THINGS IN
CONTAINERSAND
TAKE THEM OUT
•THEY MAY INJUR
OTHERS WITH TOYS
SO IT SHOULD BE
WITHOUT SHARP
EDGES
TOYS FOR DIFFERENT
AGE GROUP
CONSIDERATION
TODDLER POTS AND
PANS,PUSH AND
PULL TOYS, DOLLS
TELEPHONE,
ROCKING HORSE OR
CHAIR, BALLS
•THEY WILL HAVE A
FAVOURITE TOY
•THEY LIKE TO PLACE
THINGS IN
CONTAINERSAND
TAKE THEM OUT
•THEY MAY INJUR
OTHERS WITH TOYS
SO IT SHOULD BE
WITHOUT SHARP
EDGES
TOYS FOR DIFFERENT
AGE GROUP
AGE TOYS GENERAL
CONSIDERATION
PRE
SCHOOLER
CRYONS, SIMPLE
PUZZLES,PAINT WITH
LARGE BRUSH, FINGER
PAINT, DOLLS, DISHES,
HORNS, DRUMS, SIMPLE
MUSICAL INSTRUMENTS,
VIDEO TAPES
•THEY ENJOY PARALLEL AND
COOPERATIVE PLAY
•THEY WILL EXCHANGE IDEAS
WITH OTHERS
•THEY WILL ENGAGE IN
ACTIVITIES , INITIATIVE,
IMAGINATIVE
•INTERESTED IN CREATIVE AND
DRAMATIC PLAY
TOYS FOR DIFFERENT
AGE GROUP
CONSIDERATION
PRE
SCHOOLER
CRYONS, SIMPLE
PUZZLES,PAINT WITH
LARGE BRUSH, FINGER
PAINT, DOLLS, DISHES,
HORNS, DRUMS, SIMPLE
MUSICAL INSTRUMENTS,
VIDEO TAPES
•THEY ENJOY PARALLEL AND
COOPERATIVE PLAY
•THEY WILL EXCHANGE IDEAS
WITH OTHERS
•THEY WILL ENGAGE IN
ACTIVITIES , INITIATIVE,
IMAGINATIVE
•INTERESTED IN CREATIVE AND
DRAMATIC PLAY
TOYS FOR DIFFERENT
AGE GROUP
AGE TOYS GENERAL
CONSIDERATION
SCHOOLER DOLLS,DOLL HOUSE,
HANDI CRAFTS, TABLE
GAMES, JUMP ROPE,
BICYCLE, DRESS UP
MATERIAL,
PUPPETS,MUSIC
•ATTENTION SPAN
INCREASES
•PLAY IS MORE
ORGANIZED AND
COMPETATIVE
•INTERESTED IN HOBBIES
OR COLLECTION
OFTHINGS
TOYS FOR DIFFERENT
AGE GROUP
CONSIDERATION
SCHOOLER DOLLS,DOLL HOUSE,
HANDI CRAFTS, TABLE
GAMES, JUMP ROPE,
BICYCLE, DRESS UP
MATERIAL,
PUPPETS,MUSIC
•ATTENTION SPAN
INCREASES
•PLAY IS MORE
ORGANIZED AND
COMPETATIVE
•INTERESTED IN HOBBIES
OR COLLECTION
OFTHINGS
TOYS FOR DIFFERENT
AGE GROUP
AGE TOYS GENERAL
CONSIDERATION
ADOLOSCENT BALLS. TELEPHONE,
RADIOS, EASY PUZZLES,
HAND PUPPETS,
CUTOUTS
•REQUIRES A GREAT
EXPENDITURE OF
ENERGY
•PAY ATTENTION TO
SPECIAL INTERESTS
TOYS FOR DIFFERENT
AGE GROUP
CONSIDERATION
ADOLOSCENT BALLS. TELEPHONE,
RADIOS, EASY PUZZLES,
HAND PUPPETS,
CUTOUTS
•REQUIRES A GREAT
EXPENDITURE OF
ENERGY
•PAY ATTENTION TO
SPECIAL INTERESTS
TOYS FOR DIFFERENT
AGE GROUP
THE MOST IMPORTANT THINGS
THAT PARENTS CAN PROVIDE ARE:
•Time
•Space
•Materials
•Caring Adults
THAT PARENTS CAN PROVIDE ARE:
•Time
•Space
•Materials
•Caring Adults
Ways to support play:
PROVIDE OPEN-ENDED PLAY TIME
•Allow your child the time that he/she needs to explore,
discover and control the environment. They need long,
uninterrupted periods for spontaneous free play. The
period should be at least 45 minutes to one hour
•Parents can involve themselves in play but should mentor
of coach rather than interfere
•Children should be the prime architects of play
•Create a playful atmosphere. It is important for the adults
to provide materials which children can explore and
adapt in play and to reach their full potential.
PROVIDE OPEN-ENDED PLAY TIME
•Allow your child the time that he/she needs to explore,
discover and control the environment. They need long,
uninterrupted periods for spontaneous free play. The
period should be at least 45 minutes to one hour
•Parents can involve themselves in play but should mentor
of coach rather than interfere
•Children should be the prime architects of play
•Create a playful atmosphere. It is important for the adults
to provide materials which children can explore and
adapt in play and to reach their full potential.
END OF PRESENTATION
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