Extending Play Using toys to support social participation and developmental progress.
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Transcript of Extending Play Using toys to support social participation and developmental progress.
Extending PlayExtending PlayUsing toys to support social Using toys to support social
participation and participation and developmental progressdevelopmental progress
Let’s Play! ProjectsLet’s Play! Projects
University at BuffaloUniversity at BuffaloCenter for Assistive TechnologyCenter for Assistive Technology
Susan MistrettSusan [email protected]@buffalo.edu
Website: Website: http://http://letsplay.buffalo.eduletsplay.buffalo.edu
Let’s Play! ProjectsLet’s Play! Projects• US Dept of Education funding since 1995
• Focus on play needs of families with children with disabilities
• Provide research & education to parents, caregivers and professionals who work with these families
• Collaborate with play organizations + toy manufacturers to design toys with Universal Design features
How to Extend PlayHow to Extend Play1. Put the child in control
– Remove barriers to play
2. Encourage imagination & fantasy play
3. Plan for social interactions
4. Understand play stages
• Begin where the child is – where she is successful– with what she likes– for switch users, start with stationary or highly
reactive toys
• Maximize support (physical, cognitive + language) to focus on PLAY! This is NOT work!
• Show what to do; encourage interactions• Follow the child’s lead; partner/audience
1. Put the child in control1. Put the child in control
SimplifySimplify• Remove distractions from the play area
before play begins. Turn off the TV, remove clutter and provide good lighting to decrease distractions from play.
• Select 1-2 toys at a time. Place toys on a contrasting color surface– When playing with toys with multiple pieces
and colors, lay all the pieces on a solid colored surface
Role of Play MaterialsRole of Play Materials• Selection & use of toys is most critical
for early play success• Encourage creative toy usage from
the beginning… How else can the toy be used?
• Play gradually becomes more social; role of toys diminish while use of open-ended materials increase (e.g. boxes, blocks).
2. Encourage imagination & 2. Encourage imagination & fantasy playfantasy play
• Model + support new toy uses and combinations other than intended use
• Promote scenario play: library, store, doctor
• Availability of props (including boxes, spaces)
• Resource: Circle of Make Believe
3. Plan for Social 3. Plan for Social InteractionsInteractions
• Social skills may be best indicator for long term positive outcomes
• Social interaction is greater in integrated settings, and social competence is further enhanced when structured interactions are in place (Jenkins et al., 1989)
• Plan for activity based opportunities
PALS structure +PALS structure +Cooperative LearningCooperative Learning
• Pair children
• Arrange adult behavior
• Limit materials
• Structure the activity
(Chandler, 1998)
CL play can include “pairs of children playing different roles: blower + filler and dumper with buckets and chooser and gluer with art materials”.
(Johnson & Johnson, 1988; Fad, Ross & Bosten, 1995)
Classroom OpportunitiesClassroom Opportunities• Large group activities
– Parachute popcorn– Musical carpet squares with sharing– Snack time passing, “what can it be”
pretzels
• Small group activities– Play area for 3 MacDonald roles:
customer, cook, waitress– Read to each other– Roll a ball across the table for a friend to
catch– Draw on a partner’s back– Children with the same symbol help
each other to get ready to go outside, play together on the computer, etc.
Make Play More SocialMake Play More Social
• Art: each child has 1 marker; all need to make a rainbow
• 2 children have playdough; 2 children have pizza + cookie cutters
• Trampoline: jump holding hands• Push a friend on a swing• Water play: push a boat back and forth• Trucks: 1 dumps, the other fills
Tips For More Social Play Tips For More Social Play • Carefully plan activities; be aware of
materials and environments
• Put children in positions where they can interact
• Tell the child what to say using simple sentences
4. 4. Understanding Play StagesUnderstanding Play Stages
• Developmental stages; overlapping, not discrete
• Guides “next steps”• Toys guide play of early stages• Play gradually becomes more socially
interactive from self to parallel play to social play
What Is It?What Is It?
Sensori-motor Play• Child uses senses
to explore objects+ people
• Undifferentiated movements: bang, mouth, push, retrieve
Exploring MoreExploring More
Child begins to use one object to interact with another object or surface with more control
What to do…What to do…• Provide a variety of
surfaces for new sounds
• In/out play; offer cans, bins, a barn or castle
• Play games with tickles + touches for anticipated results
• Encourage repetition• Understand child’s
preferences• Revisit sensory
experiences• Describe toys and
actions• Offer novel toys with
different feedback (choices)
What Does It Do?What Does It Do?
Functional Play• Child explores a toy to
see how it “works”; it’s design guides what to do
• Specific actions are required
• Turn taking begins
• Toys with multiple pieces• Other people take a larger
role• Toys: musical instruments,
sand, water tools; balls for rolling, throwing, holding; tunnels, slides, swings
What to do…What to do…• Provide opportunities for child to find
objects that are hidden; things to knock over, etc.
• Offer new combinations for new outcomes• Provide activities to follow the child's lead;
drop & fetch, "singing", etc. • Play peek-a-boo games • Offer real-life items to mimic everyday life
What Else Can I Do With It?What Else Can I Do With It?Pretend/Fantasy Play
• Carry out action plans, take on roles, and transform objects
• Child uses people + props to imitate real life routines
What Can It Be?What Can It Be?• Child builds on
imitation experiences to create new ones
• Toys:– Theme environments– Animals, community
helpers, dinosaurs, vehicles
– Props become more abstract
• Open ended materials
What Can I Make?What Can I Make?
• Child begins to combine manipulation, creativity and planning using a variety of materials
• Materials: playdough, clay, finger-paints
• Tools - cookie cutters, brushes, markers
• Surfaces - plates, papers, tables, sidewalks
StoriesStories
• Begin with books with photos of real people and objects; cloth & board books are easier to use
• Child incorporates stories into fantasy play
What to do… What to do…
• Facilitate play with emphatic language + sound effects
• Use familiar scenarios• Provide props – real life,
then imaginary • Opportunities to create• Use puppets and stories
What can it be?What can it be?
How many different ways can you How many different ways can you use this toy?use this toy?
Using “switch” toysUsing “switch” toys• Start with reactive, “all in one”
switch toys• Provide control with a single movement
– Good place to start• Almost anything electronic can be used;
be creative!– Provide battery interrupter to family– Look for electronic games for group play!– Add props + other toys
Extending Play with Extending Play with Switch InterfacesSwitch Interfaces
•Switch Latch
•Timers
•Random selection
•Communication devices
Play ScenariosPlay Scenarios• Extend beyond cause and effect to
functional, pretend or creative play– Why make toy go??? To the farm?– For what purpose??? To save the pig!!
• Add Props, combine activities
Let’s look at a few…..
Add props to plan a purpose
Where is the pig going?
What can he carry?
Who will he meet?
What could happen?
Puppets make new
toys
What’s the plan?
Who is the driver now?
What might happen?
How can 2-3 children play? What is the game?
Set up pretend scenarios
“Help, help! Save my baby!”
What other toys could be involved?
What could happen?
USING A FAVORITE TOYUSING A FAVORITE TOY
We challenge you to describe different ways to use your favorite toy out of the box and combined with other toys and props for new purposes.
See if you can:Put the child in control
Encourage imagination & fantasy play
Plan for social interactions
Reflect several play stages
Making the Most Out of PlayMaking the Most Out of Play
• Create a playful atmosphere; provide materials which children can explore and adapt in play.
• When play appears to be stuck or unproductive, offer a new position or toy, suggest new roles, or provide new combined experiences
• Join the child in play
• Create play spaces
Creating Play SpacesCreating Play Spaces
• Promote child choices
• Designate play areas
• Change/add itemsfor interest
• Provide flexible toys, materials + props
Are toys out and available?
Tents, rugs, puppet show, “environments”
Novel + familiartoys
Combine toys, use in different ways
AT/Play ResourcesAT/Play Resources• Let’s Play! Projects website
http://letsplay.buffalo.edu FREE products!• Synthesis on the Use of AT in EI (AIR)
http://www.air.org/techideas/reports.html • ATA Center’s “We Can Play”
http://www.ataccess.org/resources/wcp/endefault.html
• Fisher Price Play Stageshttp://www.fisher-price.com/us/playtime/default_html.asp
• Toy Industry Association - Play Guidelines• Lekotek