Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
OT IN PEDIA
PLAY AND SOCIAL PARTICIPATION
| Term | Definition 1 | Definition 2 |
|---|---|---|
| PLAY | • Activities that are intrinsically motivated, internally controlled, and freely chosen and that may include suspension of reality, exploration, humor, risk taking, contests, and celebrations. (OTPF-4) | • Play is a complex and multidimensional phenomenon that is shaped by sociocultural factors • a child's way of learning and an outlet for his innate need of activity. It is his business or his career. |
| Play exploration: | Identifying play activities, including exploration play, practice play, pretend play, games with rules, constructive play, and symbolic play. | |
| Play participation: | Participating in play; maintaining a balance of play with other occupations; obtaining, using, and maintaining toys, equipment, and supplies. | |
| WHY IS PLAY IMPORTANT? | Play provides opportunities to develop skills needed later in adult life such as motor, cognitive, communication, social skills. | |
| CHARACTERISTICS OF PLAY | • Intrinsic motivation • Process flexibility • Free choice • Enjoyment or pleasure • Spontaneity • Active engagement • Nonliterality | |
| Intrinsic motivation | You see the repetition that the child initiates playing | |
| Process flexibility | Changes in the rules and flow, as there are no right or wrong in a child’s play. | |
| Spontaneity | It can happen anytime with no restrictions | |
| Nonliterality | There is suspension of reality (e.g. pretend play) | |
| THEORIES OF PLAY •Form | Stages of Play - constructive, games with rules, etc. | |
| THEORIES OF PLAY • Function | Release of energy, improvement of language | |
| THEORIES OF PLAY • Meaning | Look at the child’s motivation and what it means for the child. | |
| THEORIES OF PLAY • Context | • Environmental, Social, and Cultural Contexts • We can never separate context when talking about play, it has a significant contribution to a child’s participation. Always ask in interviews and observe! | |
| FORMS OF PLAY • PHYSICAL | • Emphasis is on physical or sensorimotor components • Usually very social, boisterous, and involves activity | |
| FORMS OF PLAY • MANIPULATIVE | Emphasizes an attempt to manipulate objects and components of a child's environment | |
| FORMS OF PLAY • SYMBOLIC | Manipulation of reality vs the manipulation of objects | |
| FORMS OF PLAY • GAMES | • Activities which are regulated or governed by games or rules • Card games, board games, hide and seek, etc. | |
| TAKATA’S PLAY EPOCHS • SENSORIMOTOR (0-2 YRS) | They are exploring the different materials around them | |
| TAKATA’S PLAY EPOCHS • SYMBOLIC AND SIMPLE CONSTRUCTIVE (2-4 YRS) | • Playing with dolls, airplanes; toy sets such as cooking and hospital play sets (lutu-lutuan, bahay-bahayan, etc.) • They are giving life-like qualities to these objects/materials. | • Note: It is not the toy that you are looking at, it is the way that they are playing that you should pay attention to. • Familiar tasks: feeding, dressing, cooking (ADLs) |
| TAKATA’S PLAY EPOCHS • DRAMATIC, COMPLEX, CONSTRUCTIVE, AND PREGAME (4-7 YRS) | • Symbolic but complex • They could create scripts or narratives. They're engaging with their playmates. • Complex constructive: engaging in arts and crafts, building Legos, puzzles, figures | |
| TAKATA’S PLAY EPOCHS • GAMES (7-12 YRS) | Games with rules; need to understand and comply | |
| TAKATA’S PLAY EPOCHS • RECREATIONAL (12-16 YRS) | • More organized • Looking for that time to play because this time, they don't have the luxury of time for all play activities. "We're going to meet on this time," "We are going to play this one,” “How long would this be,” “Where should we meet" | |
| PIAGET’S STAGES OF DEVELOPMENT • SENSORIMOTOR (0-2 YRS) | • Crucial stage of development • Shortest but dito pinakamaraming nangyayari | |
| PIAGET’S STAGES OF DEVELOPMENT • SENSORIMOTOR (0-2 YRS) Marker: | Object Permanence | |
| Substages: Simple Reflexes | Age: Birth - 1 month Description: Reflexive responses are the basis of interaction with the world Example: Rooting, sucking, grasping. | |
| Substages: First Habits & Primary Circular Reactions | Age: 1-4 months Description: Repetition of actions centered on the body Example: Repeatedly sucking thumb differently from nipple. | |
| Substages: Secondary Circular Reactions | Age: 4-8 months Description: Intentional actions directed toward environment. Example: Infant coos to keep caregiver nearby. | |
| Substages: Coordination of Secondary Circular Reactions | Age : 8-12 months Description: Goal-directed behavior, object permanence emerging. Example: Infant pushes a toy aside to grab one underneath. | |
| Substages: Tertiary Circular Reactions, Novelty, & Curiosity | Age: 12-18 months Description: Trial-and-error exploration; problom-solving. Example: Infant drops a block in different ways to see results. | |
| Substages: Internalization of Schemes | Age: 18-24 months Description: Mental representation of events, beginning of symbolic thought Example: Infant imitates a tantrum they observed the day before | |
| PIAGET’S STAGES OF DEVELOPMENT • PRE-OPERATIONAL (2-7 YRS) | • Concentration • Irreversibility • Conservation | |
| Concentration | they only focus on a part of a task, cannot see the whole picture | |
| Irreversibility | - mathematical equations (5+5=10 is same as 8+2=10), ice is water and water is ice | |
| Conservation | - no concept of mass/weight etc. Ang alam lang nila pag mas malaki ung sa iba, mas marami un | |
| PIAGET’S STAGES OF DEVELOPMENT • PRE-OPERATIONAL (2-7 YRS) Marker: | Egocentrism - They think everyone is thinking the same way as them. | |
| Age: 2-4 y/o | Stage: Symbolic Function Cognitive Milestones: • Mentally represent an object not present • Strong egocentrism and animism | egocentrism - They think that everyone is thinking the same way as them animism - giving lifelike features. Talking to toys and dolls like they are alive |
| Age: 5-7 y/o | Stage: intuitive Thought Cognitive Milestones: • Children seem so sure of their knowledge and understanding yet unaware of how they know • Curiosity and primitive reasoning • Centration, conservation, irreversibility | irreversibility - it wouldn't be clear yet that ice is water, and water is ice |
| PIAGET’S STAGES OF DEVELOPMENT • CONCRETE OPERATIONAL (7-11 YRS) | Pretend play becomes more complex, more activity level | |
| PIAGET’S STAGES OF DEVELOPMENT • CONCRETE OPERATIONAL (7-11 YRS) Marker: | logical thinking | |
| PIAGET’S STAGES OF DEVELOPMENT • FORMAL OPERATIONAL (7-11 YRS) | Competitive games, ADLs and IADLs, Prevocation and vocational skills | |
| PIAGET’S STAGES OF DEVELOPMENT • FORMAL OPERATIONAL (7-11 YRS) Marker: | hypothetico-deductive, abstract thinking | |
| REILLY’S DEVELOPMENTAL STAGES OF PLAY • EXPLORATORY BEHAVIORS | • infancy and early childhood or in novel, unfamiliar situations • Crucial stage of development | |
| REILLY’S DEVELOPMENTAL STAGES OF PLAY • COMPETENCY BEHAVIORS (2-4 YRS) | • inborn urge toward competence (ability to meet adequately the demands of a particular situation) • Doing things by themselves: “I can do this, don’t help me” • Practicing what they learned | |
| REILLY’S DEVELOPMENTAL STAGES OF PLAY • ACHIEVEMENT BEHAVIORS | • Extrinsically motivated (expectation of success or failure) • There is praise, reward for what you are doing | |
| PARTEN’S STAGES OF SOCIAL DEVELOPMENT • UNOCCUPIED | • involves random activity (random movements, random exploration of the objects) • children with special needs may require assistance to engage in activity | • a child must be allowed to randomly explore people, places and objects for the sole purpose of exploration • Do activities towards self |
| PARTEN’S STAGES OF SOCIAL DEVELOPMENT • SOLITARY INDEPENDENT | • involves voluntary playing with one's own toys near other children • plays alone; doesn’t involve other children. • some children may prefer or seek this type of play • Play towards the environment | |
| PARTEN’S STAGES OF SOCIAL DEVELOPMENT • ONLOOKER | • involves watching other children but not becoming directly • involved in play or interaction with these other children | • children with special needs may be at particular risk for getting "stuck" in this social play stage because of mobility • or initiation problems • No intention to play |
| PARTEN’S STAGES OF SOCIAL DEVELOPMENT • PARALLEL | • involves independent play in close proximity to peers • they could tolerate to some extent the presence of other people, | • important to ensure that the parallel task is age appropriate to both the child and the setting in which she or he is playing • Share space and materials, but no interaction |
| PARTEN’S STAGES OF SOCIAL DEVELOPMENT • ASSOCIATIVE (NO GOAL) | • involves the engagement of a group of children in a mutual activity although there is not a common goal. • E.g., when one of them runs, the others will follow suit even though they don’t know why they are running, and they find this fun | • Intention of the child is to just play with the playmate, interact with playmates regardless of the toy |
| PARTEN’S STAGES OF SOCIAL DEVELOPMENT • COOPERATIVE (WITH GOAL) | • Involves a division of labor among children in order to reach a common goal • Involves teamwork, delegation of tasks, concept of winning or losing, "Where are you good at and I will assign you there" i.e., playing sports | |
| PARTEN’S STAGES OF SOCIAL DEVELOPMENT • COMPETITIVE | ? | |
| ASSESSMENT OF PLAY • Skills: | observation of underlying skills | |
| ASSESSMENT OF PLAY • Development: | milestones | |
| ASSESSMENT OF PLAY • Experience: | Meaning of the play and quality of the play | |
| ASSESSMENT OF PLAY • Narratives: | ask the child, “do you like this play?” “is it fun?” etc. | |
| CONSTRAINTS TO PLAY | • Motor Skills • Cognitive Skills • Sensory Processing Skills • Environmental and Cultural Context • Attitudes and Stigma | |
| THE EFFECT OF DISABILITY ON PLAY BEHAVIOR? | • If there would be constraints, there would be no development of skills. • Child’s confidence and self-esteem are affected because they feel isolated by their constraints to play. | |
| ROLES OF PLAY | • PLAY AS INTERVENTIONS • PLAY AS A MEAN • PLAY AS A GOAL | |
| PLANNING PLAY INTERVENTIONS • Adaptations | • Instructions of play • Play materials (e.g. size of ball) • Adapted tools/devices | |
| PLANNING PLAY INTERVENTIONS • Parent Education and Training | • They are the one’s mostly with the kid, they have to realize the importance of their engagement and participation | • Limitations sometimes come from the parents, they may have fear regarding their child’s condition • Important for them to advocate for their child |
| FACILITATING PLAYFULNESS | • Apply theories of play • Analyze activities • Let go and let the child lead • Empathize • Demonstrate spontaneity • Display creativity | |
| DEFICITS IN PLAY • Immature Play Skills | • Play below the child’s chronological age is considered immature • Goal: For the child to use toys correctly, according to its purpose | |
| DEFICITS IN PLAY • Mismatch between preference and skill | Child prefers more complex play for which they do not have necessary play skills | |
| MATERIALS AND OBJECTS FOR PLAY • Exploratory play: | Sound-producing and visually stimulating | |
| MATERIALS AND OBJECTS FOR PLAY • Symbolic play: | Dolls, Kitchen Set, Cars, Animals | |
| MATERIALS AND OBJECTS FOR PLAY • Creative play: | Clay, art materials | |
| MATERIALS AND OBJECTS FOR PLAY • Games with Rules: | Board games | |
| OTHER APPROACHES USING PLAY | • Play Therapy • Floor Time: Child directed play to improve interaction | |
| SOCIAL PARTICIPATION | • Activities that involve social interaction with others, including family, friends, peers, and community members, and that support social interdependence. | • "organized patterns of behavior that are characteristic and expected of an individual in a given position within a social system” |
Created by:
avemaria