Affording Children Access to Play

Through Assistive

Technology

Let’s Play! Projects University at Buffalo

Center for Assistive Technology

Website: http://letsplay.buffalo.edu

Susan Mistrettmistrett@buffalo.edu

Let’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

All About Play today…

• Impact of play on development• Role of play in special needs

programs• Designing play spaces & toys for

ALL children• Assistive technology supports: what

to look for• Selecting and adapting toys • Extending play opportunities

Let’s Play! Projects

• US Dept of Education funding since 1995

• Projects focus on play needs of families with children with disabilities

• Projects provide research & education to parents, caregivers and professionals who work with these families

• Collaborate with toy manufacturers/ vendors to utilize universal design features

• It’s like a slinky…

• It morphs and constantly changes

• There is no “right” way to do it

• It becomes, evolves, builds on experiences

• Defines and is defined by “self”

• Life-long

What is Play?

When Children Play, They.....

• are intrinsically motivated

• are active• make play up as

they go along• start and stop when

they want to• they have fun!!!!!!!!

When Children Work, They May Not..

• be intrinsically motivated

• be active• be making it up as

they go along• start and stop

when they want to• have fun!!!!!!!!

Play is the workof children

Why Focus on Play?

Play Influences Development

• Physical

• Social

• Emotional

• Language

• Cognition

• Imagination

Play is what kids do…..

• Children learn through play - the primary activity for healthy development of young children.

• All the skills children need originate from play: literacy, creativity, self-esteem, mathematical reasoning & social skills.

When I am building + sorting…

• I learn about height, length, depth and weight

• I learn to cooperate, share, plan and negotiate •I experience

symmetry, balance and patterns•I gain feelings of competence•I use my imagination and creativity

When I Look at Books…

• I make friends with books; identify favorites + familiar stories

• I learn that printed books have meaning

• I learn about other people and places

• I develop important reading and listening skills with an adult

When I Play “Pretend”...

• I practice what I see and hear; learn to understand and master adult roles

• I practice math, social & language skills

• I am organizing and using ideas

• I symbolically use materials in meaningful ways

How do we know….. theorists

• Jean Piaget- describes learning that happens during play– Play, Dreams and Imitation in

Childhood (1962)

• L.S. Vygotsky- children develop cognitive abilities through social play– Mind in Society (1978)

Play Benefits: What Research Says

• Cognitive potential/ability is reflected through play

• Using imagination in pretend play leads to improved school readiness

• Connections exist between play and emergent literacy + language

• Play provides opportunities to negotiate

• Good players become good problem-solvers

• The more a child is spoken to, sung to, read to, danced with, exercised, played with, encouraged to explore in a safe environment - the more the brain and body will develop.

Play + Brain Development

• Brain development before the age of one year is more rapid and extensive than previously realised - the brain nearly triples in size within the first year of life.

• Play appears to improve brain development– Activity increases brain engagement– Reinforces neural connections– Decreases stress and reduces levels of cortisol

• Brain development is vulnerable to environmental influences (nutrition + quality of interaction, care and stimulation).

But… anti-play influences abound• Working parents have less time and energy to devote to fostering a playful childhood for their children. (i.e. clean clothes!)

• Barriers to play include over-scheduling+ an over-emphasis on early academic achievement

• Schools increasingly eliminate the "playful" part school; curtailing recess, gym, sports, and arts.

Playing for Keeps 6/2003

• With parental safety concerns, unsupervised outdoor play is restricted -especially for young children. – Not all kids have playgrounds in their

neighborhoods or homes with usable toys.

• Programs for children with disabilities under-value the importance of play

• Cultural, socioeconomic and disability issues threaten to create yet another generation of adults who don't know how to play together.

Playing for Keeps 6/2003

Let’s Look at Play!

How to promote

successful play

opportunities for ALL children

Is Play Important?

“When a child cannot play, we should be as troubled as when he refuses to eat or sleep” (Hartley & Goldenson, 1963)

“Play is so integral to childhood that a child who does not have opportunities to play is cut off from a major portion of childhood.” (Musselwhite,1986)

Is Play the Same for All Kids?

Play of Young Children with Disabilities

• Play is less sophisticated,– less organized

• Use toys in more functional and ritualistic ways;– less pretending

• Use little language

• Engage in less group play; play alone more often

• Often have low social status; are perceived as less appealing play partners

(Linder, 1994)

Kids with disabilities may not experience the same gains

from play if their play is limited.

How Do Play and Therapy or Education Fit Together?

PLAY

Therapy or Education

Uses of Play:

1. As a therapeutic/ educational modality – Toys are used to

distract or motivate

Uses of Play:

2. To improve play skills– Toys are selected

to develop specific abilities

– Emphasis is on the “right way” to play

Uses of Play:

3. To promote Playfulness(A. Bundy)

Play characteristics such as engagement, exuberance,persistence, use of mischief,pretense, initiating, sharing, giving and responding to cues

- Emphasis on promoting fantasy play

Balancing Intervention + Play

MAKE SURE there room for both in the day and life of the child and his/her

family!

Intervention

PLAY

A Mismatch???

• Play in the lives of typically developing children...– critical to

development– effects all growth

domains– valued as the

“occupation of childhood”

• Play in the lives of children with disabilities...– used as a therapeutic/

educational modality– seen to develop specific

skills– rarely seen as an IFSP

outcome

What Does This Mean?

Kids with disabilities need opportunities to play for the

sake of play.

Looking at Play

VIDEO

Allison and Dominic – at 3 years old

Is Play Happening?

• Intrinsically motivated?

• Active?

• Make play up as s/he goes along?

• Start and stop when s/he wants to?

• Having fun?

What We’ve Observed About Play & Kids with Disabilities

• Kids perform optimally when they are playing

• Unforeseen outcomes often emerge

• A tendency towards learned helplessness is diminished

• Supports should be considered at “typical” ages – don’t wait!

• The intervention of an adult as an initiator, modeler, participant & enhancer of play repertoires may be understated

• Encouraging early access to play empowers families to see the “child inside”

• Adaptations to play materials and play strategies are necessary

• Inclusive play opportunities benefit kids + adults!

What Can Providers Do?

• Validate the importance of play – Discuss development during play– Give families “permission to play”

• Recognize + share positive play supports and outcomes

• Incorporate play into your services; suggest ways to extend play

• Encourage more child and family play

http://letsplay.buffalo.edu

FREE Let’s Play! Products

• How We Play!• Playing with

Switches• Computer Play

with Young Children with Disabilities

• Creating Play Environments

• Let's Play Sheets

• A Guidebook for Developing and Maintaining a Play & Assistive Technology Lending Library

• Collection of Articles