A PATHWAY TO LEARNING

PLAY

CREATIVE PLAY r
PROBLEM SOLVING

PARALLEL PLAY

VISION
IMITATION

IMAGINATIVE I j,4' Cia

HEARING
ASSOCIATIVE PLAY SPEECH

National Institute for the Mentally Handicapped

(Ministry of Social Justice & Empowerment, Government of India)
Manovilcasnagar, Secunderabad - 500 009, Andhra Pradesh, INDIA.
 (lbS PLAY
A PATHWAY TO LEARNING

S N
-
? ii /-,

a
Dr. AMAR JYOTHI PERSHA
r DAVID

w• •i

..;,
"4
National Institute for the Mentally Handicapped
(Ministry of Social Justice & Empowerment, Government of India)
iS Manovikasnagar, Secunderabad - 500 009, Andhra Pradesh, INDIA.
Grams : MANOVIKAS Telephone: 040-27751741 Fax : 040-27750198
E-mail : hyd 1_nimhldhk©sancharnet.in Website : www. nimhindia. org
#4—
 * CONTENTS
Preface

Acknowledgements
Introduction

1. Play I 11

(2.3 (Play helps in learning I(12J

3. Importance of play i 14

pes of play
::4. tI.I1 .;1: :.:i:
5.
..:.

Play experiences of infants and toddlers

:vj.iJ..::.

::: 18

fo. • Family and child's play .. 1.:

II 19
ii .t tI viS
7. Stages in children's play .
:EE:
Ii. . 20

(s.U litaryplciy
-.
f22)
ParaPlel play 23 :
(0.) ('AssQciative play 24)
In
.
11i& A simple chart to match child's age with play 25 a
(12:) tActvtres to foster play in infants and toddlers :.. 1. ..a;;41
11 Toys for infants
-
• (14.3 Toys for toddlers -
(391
15. Choose the right kind of toys for children 4O'
(16.) Precautions while children's play (41)
 17. Play environment 42

(i:) Toys that are hazardous to children

Problems at play 1L t4
C 444
U 45

2o) (Problems inldren with developmental delays

21.
V 47)
48'i
Play in children with developmental delays
—-———, .:.'<a
(Play in children with motth' delays
23. ? tPlay activities for for children with motor delays wet 51
-'.

(El) 'tacittating motor development

1%

(52)
25. 1 Play materials recommended for children with motor delays/problems 53

Play in children with cognitive delay

a
=

)__- ( 54 )
27 ."
I
- 55
Play activities for children with cognitive delays

28., (1' lay in children with visual impairment ( 56

29. . Play activities for children with visual impairment
=

- 57

o)
-

tPlay materials for children with visual impairment 59

- 60 Ii
ci Play in children with hearing impairment
31.

lay activities for children with hearing impairment ______ ( 61

Play materials for children with hearing impairment 62

34.)
35. a
iay as a means to identify children with developmental delays,
'Children with speech problems
)
63
65'
(36) Understimulated children 66)
37. Children with cognitive deficits "at
67'
(Conclusion 68
 Today people have realized the importance of play and its role in the development of children,
which was of late neglected in the recent past due to the rapid changes in the family concept,
traditions and socio-cultural way of life in the society.
This booklet takes into account crucial aspects related to play and gives parents specific
information on how to foster children's play. Underlying all the suggestions in this book is the
understanding that family plays a vital role in children's learning through play
buring the first three years of life, parents are naturally the most important people in the
child's life. Her first environment, the home and family, contributes heavily toward the growth
of her mind and later development. Through imaginative play with ordinary objects such as
buckets, plates, boxes and strings the child learns about being "grown up".
 P lay is the primary way through which children learn. Through play, children explore
their bodies, their relationships with their parents and peers, and the world around
them. A child who repeatedly drops a wooden block from her hand is not only playing, but
is also experimenting, and trying to understand the type of sound it produces when the
block hits the floor. The child learns through reasoning. What would happen to the fallen
block? Does it vanish or does it remain there? Will my mother pick up the block? Will my
mother smile or frown at me?
A
In addition to encouraging exploration and developing relationships by interacting with
play-mates, play also helps children develop verbal and thinking skills. Children1s fantasy
/
games help them explore new situations, and model roles they have observed, for example,
caring for a baby doll as if it were a child. If parents take an active part in fheir child's
play, they build the child's self-esteem. When parents respond to a baby's cooing, the
baby learns what she has to offer is interesting and entertaining to the larger world.
Thus, positive response from care givers will foster higher self esteem in children. An
understanding of play in normal children will help in understanding play in children who
are not developing as expected due to some problem either in the physical, visual, auditory
or cognitive area.

Ii k
O Play is a natural activity of children
Play is an instinctive behaviour which allows children to practice for future aduitlike
behaviours
cj Play is a multisensory experience involving sensations such as seeing, hearing and
touching as well as carrying out complicated activities or movements.
Cj Play is children1s natural medium of self expression
Play helps in building relations
O Play helps children to ventilate (release) pent up emotions
cj Play helps in controlling environment
Play serves as a mode of learning
C Play is a way of relaxing
 Infants learn relatively more quickly during the first year than at any other period of their
lives. Every play activity however simple, forms a link in the complex chain of development.
Whether it is a noisy toy for listening skills, a fuzzy one for tactile sense (sensation of touch)
or a moving toy for vision, toys are children's essential tools for learning. Play which involves
cuddling, tickling, bouncing on a lap also helps children to learn about themselves and other
people.
o Play helps in physical development - All parts of the body are exercised and energy is
spent by active play.
Play helps children to learn language and to speak.
Play helps in learning and development of intelligence in children.
o Play improves children's ability to socialize.
o Play helps children develop emotionally. It provides an outlet for pent up emotional energy.
o Play serves as a means to alleviate fear and get acquainted with the world around.

Play helps in children's all round development.

I! j Exploratory Play Manipulative Play

Combinatorial Play o Symbolic Play

Pretend Play Constructive Play

As children develop, the way in which they use materials changes from exploratory to manipulative,
functional to constructive, then to dramatic, and finally to learning games with rules.

/1
 In Exploratory ploy children learn about the qualities of objects by mouthing,touching and
feeling them. Through exploratory play, children learn that some objects are soft, while others
are not. Similarly, some things can be picked up while others cannot

In Manipulative ploy children enjoy using all sorts of manipulative toys such as building blocks
or pieces of cardboard to construct towers. Children are instinctively creative builders. Providing
children with the opportunity to play with manipulative toys in a safe and stimulating environment
is crucial for their healthy development. buring these activities, fine motor development occurs
by the controlled use of hand and finger muscles which in turn develops eye—hand coordination.
As children experiment with building blocks, they learn about important concepts such as
gravity and stability
I

In Combinatorial Play, children relate objects to each other such as putting a brick on a
truck. Children pretend to treat toys as though they have life, for example feeding the doll as
if it were a baby.

In Symbolic Play children use one object to symbolize another, such as a large bead to symbolize
a toffee.

In Pretend Play, children pretend as if objects have life and dramatize with them eg.feeding
a baby doll.

In Constructive Play children use materials to make things not for utility purposes but rather A
for the enjoyment they derive from making them eg. mud cakes.
/1
 PLAY EXPERIENCES OF INFANTS AND TODDLERS
Young children have an extremely short attention span. Therefore simple, repetitive play
rand sensitive, appropriate responses from parents are best as they help improve the length and
quality of attention. Infants need some control over the new environment. Play experiences
encourage children to make things happen. This will lead to a solid base of confidence and
trust. The child learns what to expect when she drops a ball or squeezes a squeaky toy. The
child also delights in causing parents to do something repeatedly, like picking up a toy each
time it is dropped.
Once children cross the age of one, they begin to explore everything around them. They
investigate everything with curiosity and continually experiment to discover how a toy is made
and what happens when thrown.

Although children require extremely close supervision, they also need some freedom to F
play alone joyfully
4 Most of the toddler's playmates are their family members. Children enjoy playing
alongside caretakers/adults and imitating some of their activities like cooking or
gardening. Members of the family constitute the children's first environment and are
the most signifant people during the early, formative years.
 the least
Solitary play refers to the type of play, young children engage in at first. Th ' '
themselves.
mature form of play. As the name denotes, in this stage of play children play by'
ACTIVITIES bURING SOLITARY PLAY
without.
0 Makes simple, often repetitive movements, sometimes with an object and somemmes
0 Picks up objects, puts them down, pounds them or fills and dumps container
Whatever is the case, we need to provide a wide range of learning materials to encourage
toys, it is
children to get involved with these materials on their own. In addition to providu'lg
necessary to give children time to play with these toys.
is, parallel
The next stage through which children pass in the course of their developm#1t
play
;;1't
 Parallel play is a fascinating phenomenon. Parallel play often involves two children who
seem to be playing together. By age two, children reach the stage of parallel play. As one gets
close enough to witness what is going on, one will find that each child is actually playing a
different game. The children will seem to be talking to themselves rather than each other.
ACTIVITIES DURING PARALLEL PLAY
o Initially plays near other children and merely manipulate objects or materials.
O Later, plays beside other children, using the same materials but playing different games.
o Finally participates in dramatic or imaginative ploy with more than one child, but each
child plays her own independent game
o From parallel play the child steps into a more mature type of play called the group / /
associative play.
 Associative/Group play involves a group of children coming together to construct, create
something or take up spontaneous roles in imbginary play as that of a doctor/teacher. It is
essential that children pass through these stages of play as they progress in age. Associative
play not only helps children socialize (mingle) with others, but it is also responsible for the
development of children in other areas such as intelligence, emotions, language etc.

Activities during associative/group play

a Children play, group games by being together and sharing with other children.
a Fantasy and symbolic play.
a Creative play.
 Activities
:1

Play Material

Focusses on objects Crib mobiles

8-10 inches away
Moving lights
Follows an object
Soft and
slowly with eyes
stuffed toys
Watches intently when
Songs and musical toys
someone talks to her and
may imitate their facial
expressions
Startled by loud!
sudden noises
ft-cm
t,
Quietens by low pitched sounds

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 Activities a Play Material
. .
,-. ..::..

0 Kicks and waves arms 0 I

Flashing lights
when excited
0 Toys that encourage
0 Smiles directly at people physical activity
0 Can locate a sound in front of such as kicking

0
4,
her. Turns to the correct side Toys with high
if she hears a sound contrast geometric
designs

0 Songs and musical toys

i!z'
3 months 0 Interested in faces and 0 Rattles
recognizes mother
0
P
Toys with rings
0 Watches the speaker
and turns towards
0 Mirrors 1'
the sound 0 Squeezy toys

0 Can hold objects. 0 Musical toys

0 Face masks
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10 months 0 Can walk if both hands 0 Toys to encourage
are held physical development
0 Looks for things
such as crawling and

that she drops walking

0 Can anticipate a surprise

0 Toys to encourage
learning moulds,
event in a song
pictures or animals
0 Pokes, prods and
0 Large balls with
explores with hands

.
ridges for grasping
0 Loves to play peek-a-boo
0 Early role play toys,
0 Imitates, watches and such as pretend
copies actions toys
0 Begins to show 0

4,
Large plastic beads
preference for
sounds she hears in
the language, spoken.
w
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Age
(in months)

24-30
months
0
Activities

Jumps, and walks

up and down stairs with
a Play Material

Toy vehicles

Role play toys

one foot at a time

Likes to plays with C) Sports toys-bat

other children and ball

0 Has good eye - hand

coordination and can build
Stuffed animals

Building blocks, Books

a tower of 6-8 blocks.

0 Understands meanings of 0 Crayons

certain terms such as
inside and outside 0 Simple puzzles

0 Con put away ones toys 0 Water play toys

0 Basic counting and

number toys
 Age
(in months)

30-36 Runs C) Climbing games-

months ladder steps
0 Scribbles
C Slides
0 Expects praise and
appreciation C Picture books

0 Can fit simple puzzles C Planks /seasaw

by self
ci Sea Horses Barrels
C Enjoys new materials and
methods: working with 0 Musical games-

clay, using paint, and running according

brushes to music

0 Con identify as boy or girl. ci Simple puzzles

eg. : girls likes to imitate ci Ploy dough

mother
Non toxic points

0 Brushes

Children's play activities differ according to their age;

Play activities of infants differ from those of toddlers.

0
 - .
- - .
fAcnVI i IES TO FOSTER PLAY IN INFANTS AND TObbLERS I
To set child's mood for play To foster speech and language development
0 Keep the child in a relaxed manner 0 Talk to the child
0 Sing to the child Eg. Lullabies 0 Speak clearly to the infant
0 Rock the infant 0 Call the infant by name

To foster physical development

0 Show objects and pictures

0 0 Narrate activities to the child

Encourage age appropriate physical activities
0 Provide lot of toys which involve use of hands
0 Allow the child to recite rhymes

and legs
0 Read stories the child

O Play action games with the child

O Encourage the child to jump
O Help the child to ride a tricycle
O Give scribbling activities
...:.<..
 TOYS FOR INFANTS
Playtime is the most enjoyable time in a child's life. Toys have a big role in play activities and they
are not just playthings. They fulfill many functions. There is a large number of toys meant for different
purposes. They help to create for the child a small world of her own, reflecting the larger world
outside, with its variety of individuals, occupations, and activities in which the elders are engaged in
their daily life. Therefore, choosing the right kind of toy is important for children's development.
To encourage the play activities of children, it is imperative to choose play material, which is
appropriate to her age and development
Toys suggested for infants (0-1 years)
0 Dangling -toys ci Teething toys
0 Brightly coloured mobiles ci Pull and push toys
0 Colourful wall posters ci Soft toys
ci Unbreakable Mirrors 0 Colourful balls
0 Crib toys ci Light plastic blocks
ci Bells ci Cloth cubes
0 Raffles ci Musical toys
0 Large plastic rings 0 5queoky toys
0 Stuffed animals ci Coloured picture books
0 Swings ci Different textured toys
0 Cups and spoons
so Rings Sand box and toys
0 Large nesting blocks Water toys
0 Cuddly animals Glove puppets
0 Large, soft balls Simple 2/3 piece puzzles
0 Washable, unbreakable dolls Objects to imitate eg. Miniature
0 Push-pull toys with rounded handles kitchen set, toy telephone etc.

0 Simple musical instruments

C Colourful picture books

0 © Non toxic toys

Unbreakable toys
I 0 Toys given to children should be appropriate to their age.
O They should neither frustrate nor bore the child (Toys too complex or too simple, monotonous
or inappropriate to age.)
c Simple toys are the best. They allow creativity and develop imagination.
O Toys should be colourful and attractive as they increase attention and interest.
It is advisable to choose inexpensive, low cost and meaningful toys. Such toys will help the
parents in providing a variety of toys for their children. Home made toys are very handy for
children to play. When parents themselves prepare toys for their children there is an emotional
component involved in it. Parents enjoy watching their children play with toys prepared by them
and it also calls for more of parental involvement in child's play. This inturn helps in better
social and emotional development of children. Besides being homemade, these toys are cost
effective and help parents evolve more creative ways of facilitating children's play.

Often the same toy can be used at different age levels

and in different ways to stimulate a variety of senses.
 The quality of the environment within and outside the home is very crucial for any individual.
However, the environment within the horme is more critical for infants and toddlers as they are
nurtured in this environment much before they are exposed to the environment outside the
home. Therefore, home environment is directly related to the developmental status of the child.
Favorable home environment fosters better learning experiences and stimulation which, contribute
to the child's development.
O Avoid over stimulating the child. Be sensitive to the child's signals when she cries or looks
away. Understand that the child no longer enjoys that particular activity or is not in a frame
of mind to play.
O Make sure to choose toys according to the child '5 age and ability. For eg. the child will feelf
helpless rather than challenged if toys designed for older children are provided.
O Value your child's play. Understand that it is the child's means of learning and acquaintin
with the environment.
O Provide a variety of toys.
O Provide those toys for children which will improve their imagination. eg. Pretending to bathel
and feed the doll.
O Respond to the child's play with encouragement. This will help the child take pride in her play
and motivate her to play more
As play fosters children's development intellectually, socially, emotionally, physically and
creatively, when children explore their surroundings through play, they help maintain an optimum
level of arousal to their central nervous system. As all children naturally learn through play, an
environment that is rich with opportunities will help them to build competencies.

V.-
 Play isa medium through which children learn and enjoy, therefore no child should be deprived
H of it.
To accommodate play needs of children with developmental delays: parents and care givers
have to take care and caution to enable them to participate in all kinds of play activities being
mindful of their limitations.

These children have difficulty exploring and interacting with the environment1 depending on
their disability. Although some of the children with developmental delays can adapt to their
limitations and compensate for their difficulties, it usually demands considerable effort in
caring for their development.

.i
4.
0 Children with motor problems 0 Children with visual problems
O Children with cognitive problems 0 Children with speech and language problems
O Children with hearing problems

While planning play activities for children with specific problems or multiple problems, care
should be taken to use activities for optimizing the abilities of the existing senses to make up
for the lack/limitation in other senses.

Information you need to know before dealing with children with developmental delays
0 The kind of limitation each area of disability will set on the child.
0 How to promote the existing abilities in the child.
0 What kind of modifications are to be made in the play and the materials used.
 Children with disabilities have limitations in play depending on the type of disability. Play
involves the use of Motor (limbs), Cognition (Thinking, reasoning), Sensory (Visual, auditory,
hearing) tactile (touch), Olfactory (Smell), Kinesthetic (movement and balance), Social and
Emotional components. These components are used either separately or in combination. For
example, ball games require visual ability to follow the direction in which the ball is moving,
motor ability, to catch and throw the ball, mental ability, to understand the game. Therefore,
play integrates many of the senses. Children are more likely to learn and remember what is being
told to them when they see, hear, feel, smell and taste it. Learning is strengthened when several
senses send the same messages to the brain.

When infants play, they engage in looking, listening, touching and moving with the objects anff
people in their environment. Play provides them the experience of connecting what they see wi4t
what they hear, taste and touch. It helps infants to develop sensory connections that provi4e (
input to the developing brain and influence their cognitive, physical, motor, social and emotior$l
development.
 PLAY IN CHILDREN WITH MOTOR

When a baby does not develop age-appropriate motor skills, intervention is necessary.
'Occupational and Physical therapy can be vital links towards independent mobility. Frequently,
children just need a boost and therapists provide parents with a simple exercise programme
to faclitate movement through play at home.
Play not only serves as a mode of intervention but also helps children to gain confidence.
Children with motor problems can have hypotonity or hypertonicity.
Children with hypotonia have
0 becreased resistance to movement.
0 Loose joints.
0 Hyper flexibility of joints
0 Soft, floppy muscles.
To stimulate children with hypotonia
0 Vestibular (balance) stimulation can be given by means of fast movements on a hammock.
0 Provide tactile stimulation by rough textured clothes and tapping.
0 Provide auditory stimulation like playing loud and jazzy music
ci Provide visual stimulation like introducing very bright colours

—S

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U
Children with hypertonic have
'I 0 Increased resistance to movement
j 0 becreased movement in joints
0 Problem/inablity to initiate movement
To stimulate children with hypertonia vestibular stimulation can be given by slow rhythmic
and gentle slow movements by means of a swing / hammock

Provide tactile stimulation like using soft textures and tapping gently
Problems faced by children with Motor delays during play
Activities which require physical strength like walking, running, crawling and jumping are
affected due to weakness in limbs
0 Restriction in movement of arms will affect activities like reaching, grasping, exploring.
Poorordination of fingers will affect activities like holding, beading, fixing etc.

a
 PLAY ACTIVITIES FOR
I FOR CHILbREN WITH MOTOR DELAYS
0 In order to improve limb and finger movements, children should be given toys that challenge
their growing powers. Toys such as empty containers with easily removable lids to take off
and put on, carton boxes to climb upon or into, and building blocks to build structures are
most appropriate

0 Toys that strengthen large muscles include wheeled toys, large balls, hollow boxes etc.
0

-
.
.*:..:rS
* * /
* £ 4 **
 PLAY IN CHILDREN WITH COGNITIVE DELAYS
Take longer time to learn basic concepts.
a Have difficulty generalizing skills.
a Lack spontaneity in play.
0 Do not use materials effectively.
a Fail to use opportunities to involve others in play or initiate interactions.
a Have limited repertoire of play skills.
0 Fail
to shift activities readily.
a Display frequent stereotypic and repetitive acts during play.
a Have difficulty in pretend play.
O Give children the chance to play with a wide range of toys, which provide repetition of the
same skills in different and interesting ways.
O Toys need to be motivating and rewarding to encourage the child.
Play materials for children with cognitive deficits
O Dangling toys o Pots and pans (small in size and light in weight)
o Mobiles in crib 0 Picture books (especially cloth/cardboard with simple words)
O Squeezy toys 0 boils (especially large ones)
O Nested plastic cups o Toy telephone
o Boxes with lids 0 Puzzles (5-10 pieces)
O Soft ball 0 Vehicles (cars, boat, train)
O Stuffed animals o Sandbox, shovel and pail 0 Water toys (cups and funnels)
* Activities for children with cognitive delays are to be carried out in
consultation with a child development specialist.
 Problems in play for children with visual impairment are apparent when one considers the
important role vision plays in all levels of play
Inability to imitate actions or expressions
0 Inability to know the source or origin of the play objects.
0 Inability to watch or track play objects.
0 belay in exploring the environment and objects.
0 Less likely to engage in elaborate play activities
0 Imitation games and action games come later in their development.
0 bo not use their hands to reach and explore objects
As these children receive less visual inputs about how others are playing, they are
more likely to play in isolation.
0 Encourage games which provide physical manipulation and auditory stimulation.
0 Play material should be such that it should appeal to the senses.
0 Include soft toys, squeaky toys, for sand and water play
0 Talk to the child about the activities happening in the environment.
0 Avoid using vague words associated with visual space, such as "the toy is over there".
0 Instead, use a known point of reference, like the ball is under the table"
0 Help the child to listen, recognize and identify voices and sounds by playing all sorts of
sound games.
Teach the child to associate certain activities with specific objects, for instance, before washing
her let the child play with water and soap. This will prepare the child for the activity to occur.

The important aspect here is to use the other senses such as tactile(touch), olfactory
(smell), kinesthetic (touch) and auditory (hearin9) in children's play.
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 Noise makers Different textured toys O Rubber balls
Wheeled toys Bright coloured toys O Feather dusters
Sea saw Musical toys O Swings
O Bean bags
Consult an opthalmologist to learn
O How much vision your child has
O How her vision status may change over time
O Any special needs her may have

a
 The play behaviour of children with hearing impairment varies from play of normal
children especially in cooperative play.

o These children develop more of solitary play and have difficulties associating themselves
with others.
 Play activities, which include more of imitation; visual and tactile clues should be
included.

Be sure to have the child's attention before speaking.

It is important to be at the child's eye level so that he can see the speakers face.
Encourage the child to interact during play activities.
Give the child time to respond.
'V
PLAY MATERIALS FOR CHILDREN WITH
HEARING IMPAIRMENT
0 Puppets - Material like puppets help in imitation (body and speech)
I
0 Loud sound making toys - Explore various environmental sounds and learn about them.
Helps in discrimination of sounds

0 Manipulative toys - Helps in fine motor activity and concept learning.

For children with hearing impairment seek the advise of

an ENT specialist. Speech pathologist and audiologist
 Play not only provides a medium of learning for children, it also serves as an important tool to
identify problems in children. The kind of play the child is involved in has to be in accordance with
her chronological age and level of maturity. Play is central to the child's behaviour and from
observations of children's play it is possible to identify certain problems. Play becomes a basis for
evaluation of children's developmental skills. Any deviations in play patterns of children should
not be neglected and should be referred for appropriate and timely help

Some of these children are

o Autistic children
0 Children with speech problems
0 Under stimulated children
0 Children with cognitive deficits
Autistic children:
ci Engage in solitary play
*
0
0
0
More repetitive use of toys
Irdiscernable manipulation
More pounding activities than normal
a
0 More tactile ploy-usually self directed, persevering activities
0 Rarely use combined toys. Fail to combine toys in a creative way.
0
0
0
0
0
Occasionally request help from adults to complete a task
Smaller repertoire of play activities
Brief play with toys
Immature ploy
Choose fewer toys
an
0 Affinity to specific odours (eg. Petrol, Talcum Powder, creams)
0
0
Do not play in a group
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ci

a. v&
4V
 Lack organizing skills necessary for purposeful and appropriate play

o More solitary play

Q Less social play

o Less imaginative play

.3
I 0 Repetitive movements such as body rocking, head banging, hand flapping and teeth grinding
to gratify senses

0 Lack of exploratory play

o Less interpersonal communication

0 Less social play

0 Indulge in self stimulation

 Indulge in repetitive and stereotypic behaviour
Less social play
O Less ability to organize play activities
O Progress slowly in the normal sequence of play development
O Lack sustained attention
O bestructive or inappropriate use of objects
O Persistence of narrow and inflexible methods of exploration
O Lack of initiation in play
0 Play only when encouraged or prompted by an adult
I
 CONCLUSION
Play adds to the quality of childrens life as it fosters all round development. No group needs
play more than those children who are born with, or who acquire, physical, mental, emotional or
social disabilities. Therefore, what is best for them should benefit them and not handicap
them further

Above all, children need more love than toys to develop. Parents' love and attention is far
more critical for infants healthy development and well-being. It is not the quantity of time but
the quality of time that parents spend with their children that is important and productive. In
fact, newborns are more captured by human faces than by inanimate playthings. Being gently
and playfully cuddled, touched, and talked to contribute to children's earliest impressions that /
the world is wonderful and safe and can be explored without fear