cereal ( {asa developing biopeychosacial being: play provides Sc ener ter Peete ite ce ad pa ieie eerian temaraees DISABILITIES AND OCCUPATIONAL THerary: THE LUDIC MODEL PEE ee ee etme acer ee ere Se ners Inenponse fo this challenge, ‘Aronoif and Howard Scott Mee eas aa ee eee kn em E ee eo tetas ee ee ane een Cerereerhe aeeneta ake eet Sto ee ie eee eee ee ree ree ea ee ere ens ae See ce eRe ae es eres eee ia forthe whale family, # i a rea el cee ue eal et Tiere aces ler tke wee Ceuta IC CLs eters (rl i ededattdeceeagh eel seit ae Le ude es ie ace Nd ag eee aC eres Co University of Ottawa Pressssa4g weno Jo AystanttEy, nadg preno} ‘SALLITIGVSIC TVOISAHA ‘TAQOW DIGN'T AL AdVaaHL TVWNOLEVdND90 AGNV HLLIM NYC THD ‘AV Id‘Canadian Cataloguing in Publication Data ies, and Occupational Therapy: The Ludie Model ‘enfant avee déficience 1 Pergotherapie Includes bibliographical references ISBN 0-7766.04503 1, Play therapy. % Occupational therapy for children, 3, Physical handicapped children—Recreation. I Aronoft, hy | Howard, 1952 ML. Tide, YS05.POFATI9 1997 615.8°515'087 c97-900692.7 sian Ocenp: iversité de M ly acknowledges the supportextended to its the Department of Canadian sributed 1K. by Cardiff Academic Press Lid., St. Fagans Road, tet, Cardiff GF 3A, ay be reproduced or tran cluding ISBN 0-7766-0460-3 © University of Ottawa Press, 5:12 King Beward, Ottavea, Ontario, Canada KIN ONS pres@uptiawaca —httpi//www.uopress.uottawa.ca Pr dnd bound in Canada To Maurice, precious life companion19t 1st” eau str 6L 19” “uomenstulupy 10f 9INpI20Iq PLD HOYT JO MOweYDG pr] oy UO susiyd QUA MolaroIUy ENUT uonenstupupy .0y ainpav0d.g INOLALYI DPN] Fo 1UDUISSASSY sonmiqsta feosdya (BIN UampINED JO soary aun tn deg to alr Y>TEIsN siusteg pur pow HIT 9qL PPOW PET AGL, Adesayy jeuonedna99 uy deg jo Suipueisiopuy] MON ¥ pIENO]. Adesoyy, euonednssg pur deg somurqesia eats Api uasplyD Jo Saary ayy UT AE PuUD oun Jo grt ep UT AEE ¢ xipuoddy % xipuaddy 1 xipuoddy crown gaodeq gamdey soidey, + gadeyy gandey jaadey uopsnpenuy swuoufpa nowy uompa ystSug au) 01 a9u7e44 SLNAULNOD 40 ATAVL piomas0g esFOREWORD Play is essential to children, as much as are food to eat, clothes to wear, and air to breathe. No, medium is more important to children’s development than play. Play is not frivolous. It enables children to uy owt new strategies, discover the cnyironmentaround them, socialize with others, fantasize, and develop important skills. To children, play is life itself. In the past, occupational therapists and others tended to view play as a means for children to overcome their deficiencies and develop the skills necessary for adulthood, in particular for work, Reilly referred to this developmental staging as the playwork continuum (Reilly 1974). Recent research into the meaning of everyday activities such as play and work has changed this view. Playis now acknowledged to be a complex activity that contributes significantly to all aspects of the development of children, not just to their acquisi- Gon of adult work-related skills. Activities are now generally described as having playful or Workful characteristics, not as play or work. Itappears that any activity, task, of occupation can be playful or workful, dcpending on the nanire and meaning of the experience (Csikzentinihalyi 1990). Experiences thatare playful are characterized by the intrinsic motivation, curiosity, and magination they lead to in the player, who maintains control ‘over the results of the activity (Bundy 1993) In her book, The Ludic Model, Francine Ferland contributes significantly to our understanding of these ideas as well as to ourpry Aion Pugnory nan 50 Sear (6261) (22) eI entoiod sodveny AUOR MON wuss pounder fo Boyoyrtes me smapg (GGGT) W'MIEMIUUDZ YT) Reece ey eee of urouaney “urrigora 2in Jo opeaunsg, 7 pow Meyy fo oun. “CeoaL) Sy “pun SaDNaRENE ang aes Aayss9atig 1MsepDW S9u9Ng LoNENTIqEYaY JO [OUD rossajorg eD0s8y (O).LO Sard ‘ae Arey sompqesip qeorsdud dus uaappgo qn UOW, 241 Aol or pue Aqaouy soajoswsaip ssaxdxo 01 wloup SuNo;TE PUL Suonrenis keyd-15h0 jontion pu so1oq> qaia tidip SaIprosd Woy STRSATSoNiTGES tam uoapYS yiwa soo Ing Ae[d Jo UOPENT ET Dt) oonsed aroy rut pying o sisidexomp peuonedns90 Saige “19 ey roMaureAT pemdaoues e quosoxd pepoyy PMT ML axomnoa x -suoqop 11r¥s 2ymads auros1940 07 Key Buus up UE IOdUIE puour st keyd Suneyoeg “uopuantoruy Adesorp peuonednas Jo stioano ueiodur sour atp ‘sisa8Sus puerta ‘st sip SurBueyo pur “dxjd or Ayige s,pEyD v apadust Apsroti9s uw> AUECeSIP Jeotsdyd exerp aziuooannsnursisidesoyp jeuonedns99 ‘sonqiaesIp thu wazppe> wy, apmnre sxpn e, Jo 1uSUICopPAsp oy) HOUFOId ‘or past atp saziseydurs japom sry, Tustudoyaaap sit SuMXp9pun ssooord oyp pure purpag Aq paaisouos japour aIpNy ap Tea Seunsap-pooq sep pur idea feuonedevo utseydon yeoadde nou t jo 1uauidoparsp ayn sem jeoR oreUININ ssoyNNE IL jsuossordop om ysnomp 08 01 peq 1 “}euON ny ati099q O,, ‘panudUU0s wedonrd 9uE “Adeioy Jo sattionjno 10 yx911109 auf MOgE sa7}OYD 2IUIHBU! 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Intervention strategics are also provided, involving the attitude of the therapist, the context, and suggested materials. Finally, a taxonomy of ludic behaviour in three stages is offered as a guide to intervention. ‘The last chapter deals with parents and the potential for application of the hudic model in the home. First there is a cussion about parenting a child with a physical disability, drawing on the accounts of mothers interviewed, which allows us to reconsider the distinct and complementary roles of parents and therapists. Then the ludic model is examined from the poigt, of view of whether itcan promote more satisfactory parent-child interaction and a better quality of family life. ‘The conclusion discusses the possibility of adapting the ludic model and its underlying theoretical framework to other elien- teles in occupational therapy Finally, Appendix 1 presents the methodology used in the research that led to the development of the ludic model: type of research, characteristics of the participants, collection and analy- sis of data. Since various results of this research are discussed throughout the chapters, reading this appendix will provide a better understanding of these results. Appendixes 2and 3 present the procedure for administration of the two instruments devel ‘oped within the ludic model: the assessment of Indic behaviour and the initial interview with parents, ‘This book is intended as an exploration of the priority occupational area of childhood that is play, and of the con- tribution of occupational therapy to the well-being of children with physical disabilities. The approach-is.based on one funda- mental concern: to view children with physical disabilities frst and foremost as children and to strive not only for optimal futondmy but also for a satisfying quality of life for the children and their families. Improving the quality of life of the children involves acting upon the quality of life of the whole family, This action is thus in keeping with an emphasis on asocial perspective. INTRODUCTION REFERENCES Betteheim, B. (1987). A Goad Enough Parmt, New Yorks Knopt Canadian Association of Occupational Thera delves for Chenteontad i (1991). Oceupationat Therap die Toronto: GAOT Publications ACE. Hartley, RE, and Golkenson, RM, (1963). The Complete e RE, and Golden (1965) plete Book of Children's Play Vil, J. (1981) Jo cation —Lastudthgues, Pate; Presses niveriaites de Winnicott, DW. (1971). Playing and Reality. New York: Tavistock Ppatrea djouanxe am auop uaag aavep erp sorpms arp yo sosodand 3xp wang ‘os10atp pur prog dis sy palgns siya to aumezany amp “épuanbasuey syI0m -ouey peradaouo9 dure Suysn sioypavasos dueUT Jo soxaTUE aU posnouesey pure (48ojo1D0s pur ‘ouo sw 9942 1389 F vousuousyd onsyoy e ‘uousUIOUdYd XBpCHOD w SF Key uousurouayd sup uo auop tivag seq yet) Yomasas Jo UMW atp pure Dalqns ain Jo Ayxojduioo oy touts a2s oy wosy amF 01 paurop sretn suo pur Supferepun snoniqure te sr sofied may e ur plry> tp Jo 27t ay) ur keqd Jo UouaWOUDYd ayp susp o1 duane oO}, (oot “4 rept nooner) Aye ut panroquia 8st Buty anus seer thin suiBoq aaua.iodx yea (wonesuen so S10W storepsuen for “4 T36T IPA) poor 10 Hse aup 01 Gaesso9au ae one ado pute keh THD AHL AO ASTI AHL NI AVI LWaLavHo{HHP 1.DIG MODEL Some researchers have developed theories that attempt to explain children’s play (Ellis 1973; Rubin 1982); others were interested in the functions of play and its impact on eiterent aspects of child development (Bruner 1986; Heron and Sutton: Sinith 1983, Pepler 1952; Smith and Simon 1984 Wolfgang 1983). Taxonomies of ludic behaviour have also been proposed (Pomerleau and Malenit 1983; Takata 1974) as well as play assessment methods (Knox 1974, Takata 1974) Some researchers have looked at the criteria thatinfluence children’s play (Caffart Viallon 1988) and at the evolution of fudic behaviour (Erikson 1950; Freud 1965, Piaget 1976). Finally, the use of play foy educational or therapeutic purposes has also been discussed (Bousquet 1986; De GrandmontFortier 1989; Lewis 1993; Salomon 1983; Vedeler 1986). cl myself in this Drawing on this corpus of research, Twill limit my: i chapter frat, wo identatying what play contributes to the child's development, and second, to looking at hew play develops. Finally, {will tackle the thorny question of the definition of play ‘The Development of the Child through Play In order wo attempt to clarify what play conuibutes tothe child's Iie experience, the following sll Metify what a child tend © : \es offen associated with experience while playing. Various them : play will be dealt with: pleasure, discovery, mastery, creativity, and self-expression. : Play and Pleasure When we think about play, the first characteristic that comes 10 mind is generally pleasure, and rightly so, because pleasure sn essential component of play: without pleasure, there is no play. ‘This is one of the few characteristics agreed on by all the theories hat attempt to define play. According to Ellis (1973), the pleasure associated with play originatesin certain characteristics specific to the play situation: novelty, uncertainty, and challenge, but challenge perceived by the child as surmountable, Auracted 8 PLAYIN THE LIFE OP THE CHILD defying Wicertaintyauid meeting challenges. In play anything can happen, because nothing is decided in advance; curiosity is awakened, leading the child toward the discovery of the intrinsic pleasure of play. Play and Discovery pl 1988, p. 82; translators’ note: our transh And what a wonderful way t discover the world! Through play, the specific qualities of objectsare revealed, and experience teaches the child to use them, combine them, and understand how they work. The child learns that a ball can be rolled, that sand flows through the fingers, that water can carry a boat, that a crayon can leave a mark on paper—or on the wall! This discovery of the world through play has an obvious impact on skill development in children. As Reilly (1974) poitits out, play allows dlifldren to develop experiential skills that they can use in Various everyday sittiations. They discover the objécts, people, and events around them, aiid the relationships among them, On the basis of this knowledge of the rules regulating the world around them, children can develop their own strategies for action that allow them to cope with the unknown and with varioussituationsin life (Robinson 1977). The experience gained through play will have an important impact on their future” adaptation, What they learn through play will influence how they interactwith the “real”world in “reat’ life (Newson and Hipgrave 1982). For Vygotsky (1976), play allows children to extract meaning from situations and better understand them, In other words, to play is to learn about the world through pleasure. Play and Mastery ‘Yo play is also to master reality. Through their play, children build bridgesbetween the familiar and thestrange. Theygradually tame reality (Frappier 1976). Erikson writes, “The child’s play is 9mW PHos 19Mut atoyp ssasdxo uaspynyp ‘Ad Snowy swoNEzaquanor JO utawhs & se W998 aq ose ueD Avjg “sxaIPO Jo sn or Yeads ose doxp “(p36 BodnUy-ouna—DED pur joxemnog) soajasuromp anoqe aeads pur sioypo or qeads ‘Kejd noyp yo “UOIpHYD IT uonde jo aFenSuyy axp S11 “(Q66T) shes Boz19} Sw 40 “Py ay) yoatienSurpasiy ayy stdvyd ‘Cea uy aay Ao reys aweonuncant0> (01 ash uosppy> stionse ye 98 WopHoe ue Susnes x0 “xdMIed ¥ on v99fqo ue Butt ‘Suuweap v dn Super ‘ouoauios yw Suypsurs ‘ro0y otf uo Sumouros Sumo, “ospefiou pue aanisod qoq ‘sBuyjooy now areotunutuos ues UDIp[yD ‘spiom MOTPIN UAT worssordxy-yfag pue Sepg~y aaypo pea apron put Aeus ep peoq jeiuour pur Aataneoas“(og6t) 19884 Aq kms © 01 Surpiooae ‘srouroyumy “(Fg6L HOME PUR PHS -¢g6 [ Sy _pue Sanqusouy, dvs “097 ‘2861 audays) Burajos-waiqoad ut Aayeursu10 aiminy aro ejd Suusmp parsoytuvw Austyeo19 Jo edit lepuaiod tp poutexs osje axey soups aayio ‘oarsny>u09 394 jou amedayp yoy *(zg61 19]daq) AIMKOID yo 9ouDBroWIe Ty pur etd uaasnag june st aso1p Temp Uaoys oaey sorpmas CueyY woHDY o1ut HONeMLeM sep Hum Nd Jo Aamqissod 491 40 s1y pu sodeid ayn yo uonvunSeu oxp st yas Su0 94 J, 1e9I9 Ao. “spaford peuosiod ov sqeuoveut asatp unOySUEN pu 92H -e810 aap ‘pliom jeer ayp Jo spenisieus atp wWoxsH0D soureR wonsy pur Areas 0 pardepe azour are suoneiuasoadas yoryo Ut “uonwufeu axnvan or kem soui8 “heyday uBoryL “(oR6t dousta) so%eyd 2p oF Atmarduro? aya sf onde a0F aADENTUE 94 pur paroadxa st aywsas osiDa% ON spuo 2 aya pue strB9q 2! UAYSapDap ose ULL spa9z0xd Avid ain Moy pur mmorseyag 27pny sor Jo sowotp auf sanoswagy hoy apap Aoqy, “ofzznd Sues 911 UO Jaro WEIS AIperwodor ‘on tdaojs oF [op dup. ind os ‘sy01q Jo 19MOI TOY UMOP POU ol aplaap wes uaspityD piles axe Avy re sidsanre starp [Pe “MOHTF or sojnr piiitr so sampasord awjnonned ou aue ozayp 95uIg uisaysosJos aroy ose2.DUT O1 spudr Tey Asoysvn pu fonuos yo Suypay 2uattadxa deyd wt poseBuo wasp | Sup pue ajqissodurt s1 Bunpou ded UT “PRET THOM) WOLUTTS | Jos Jun ot sapap 01 zam0d 4p axey Komp "tarseu ured ato Sup sy" (16ST Pond PE PUMNSsIFA) HoUTO.IAUD ATayT WO IHF uv oaey ues Karp Tet 194098Ip uOApTyD “Avjd ato BHO, (61d ‘og61) Buruueid pue juowuodxa dq Aupeas aayseut or pur sueneniis jppowr Sunes Aq 2ouatiadxo yum reap 0 Awge HeWNY sup Jo WLOy 9]HUEFAL AP “yadow 2161 HLTHE LuDIC MODEL. and their emotions, and this very action in turn changeschildren’s inner life (Saint-Jean 1993) When they play, children experimentwith feelings of pleasure and mastery, they discover the workd around them, they create, and they express themselves ‘The Development of Play in Children Before considering the sequential developmentof playas viewed by different authors, certain prerequisites for the development of the play repertoire in children should be identified. ‘Table 1 Prerequisites for Ludic Behaviour selective attention curiosity exploration contact and manipulation play behaviour play creativity 12 IN THE LIFE OF THE CHILD Prerequisites for Ludic Activity Adistinction needsto be made between an exploratoryactivity and a play behaviour. For Pomerleau and Maleuit (1083), children first decrease their motor activity, then look toward a stimulus. This orientation response first leads to selective alten the children make contact with objects and manipulate them. According to these authors, this tetile exploration permits children to discover the characteristics of objects (soft, hard, noisy, smooth; rough, etc.). Subsequently, they can use this knowledge to set various objects in motion and develop a per~ sonal play repertoire, Other authors sce curiosity as the prerequisite for explora- tion, play, and creativity (Cecil, Gray, Thornburg, and Ipsa “T985). Curiosity, defined asa state of arousal, an initial interest, spurs children to exploration. Curious children actively examine objects and events and discover their possibilities. Then, b stered by this knowledge, they can set up their play and create Ellis (1973) presents play as the organism’s response to its need to maintain arousal and interest at an optimal level. Never- theless, novelty, uncertainty, and challenge must he present in a situation for an object to truly stimulate this state of arousal Without them, interest could not be aroused, much less main- tained. non qua conditions for the emergence and maintenance of ludic behaviours. Moreover, through the manipulation and explora. tion of objects and situations, children obtain knowledge that Will be part of their Future play repertoire. ‘The Sequential Development of Play The sequential development of play has been dealt with by different authors from various perspectives. Table 2 gives a brief overview of this work 13,su 10 ‘SPA ay UO ATTA TO GUTOT WNP wosy wIwTS HAD toy z9A03s1p OF SINS TOVOUrssoIT Hoy asn Aoy,] “1u9UTaA0U Ut untp ‘Slionisod Suifueyy tinsoiorur BuBPOTI ayer Aoep ‘sorpoq app Jo vonwanjeU feNpeld ayy (ta ‘stpuoU! Apreo aay BuLMp ep kya SONS Sje st 99eds Jo uOMIO]Axa aatssoaTOxd s,uaspyy saSuyy xopuy pur quingr arotp usamaq uid v.10 Auuod vse yons idafiqo [jeutse dse1 on a1qu am doyp ‘o8u Jo 4v94 oto moge 1 ‘[AUN pouyas are srs 1010ur aug apogs “sad asaty op YBNONEL “YBNOr 10 OOM "Yos 10 prey ae darn jt sanoostp dotp ‘s29{4o ong o1 sidwone stomp YBROAY, sypnout soe ut s199{4o ind usyo Aoqp ‘ae Jo stpuour x1s moqe 2e ‘sialyo Jo saniodosd ay2 19,098 01 syMOUT aa" asn ose uaapiryp ‘spuey pur so4o a1aqp or womppe Uy “eoLEpUyAD “punod ‘oxenbs ssodeys 1uaiajp jo soatqo dseaS or wisyn sinutiod siq0ys apsuoyard aarp jo tuauiauyar ays ‘moyos Up SeUOLL ae UT Auumumjoa sioalgo dsex8 or a1qe 24 01 wgneupio09 pumy-oio USDUJNs dopsasp UdappyD ‘sypuoU! smog iMoge Te sfensta AyeseUAEET SE SI9aLGO IPIAs IDPIGOD 1624 HOWL, (ysojd ‘onsejd ‘pom :skor parmxay Apuaroymp ‘sareas) speuowee au9s9391p ‘a{dood pur (s91qour) 9>aL{o Jo 1uswIOK0UF axp §(3u0s ‘o1snur ‘woneszaauo9 ‘sfor [eorstuMl) spunos paLrea:[nurps snoLeA YUM worn opuosd rey spalqo Aq pasnose st rsoxarUT SHOUT, quaUMOMAUD arEIpaUMUN soy) Jo dtasorsIpP puke uoneso[dx> 2netp srourord yoru “porous aq pur “eaour “y>uo “998 “Iw9K] 01 wouppyp Uuiiod sou Arosuas ‘sypuour Ajswo ayp Suu su0NDE 8 PEEP aqp or spuodsox 1 a9u9s Kperodso '891 ~rosoosip un soyou st eu ,or, amp ‘pLEy> Sunod ayp soy ‘st BuIq ueumny a4.f “prom sip UL O39 o4p jo UoRIuDTIO ys14 axp JO} SIT: amp suntoy yoyss (G61 “d “Og61) AqdesBoaH isxy s,pyEy> oup St Siu), ‘wouTEry o7 Butproosy $949 Joy ‘sea Joy ‘asour tay “yOu soy dunwexs Kox{f39"j ssa|OM op Jo voRvsojdxs oanse ovr ‘sqnuour Suimoyfoy au Za90 “paurtoystrEN sy ysatTUE PENST Siu, 's9904 jo suomuasosday otydes8 £q poreurasey ospe 238 49, 9208s soqour s1aty Sunaau ur iySyop Au) ‘warp 107 wonoeMe repads & sey aoey ueuInY ayy, “S91p0q .L1aIp axou! or uIP] PEE “spuey sroyp 1oxoastp siqensia S901 stot Wo ayqqtu ‘sypnow rey crm SHE 40 S401 TELL NAVA ae S861 “T96T 1 wo wopeunsosur toy s¥sioud JO ppuetiog 995 suoyssas 9s red se stared or patayjo suorssas 10) posedoad ug sisy arom ind dow :(4ejd onusov0nw) soxpoq UMO HIN Bi “roaoastp ul parsoxavut oe sotqeg ‘sutiowt aautp asag au Suu, siowoye wane OF sgt og sopance pure sisorarnr Seyd s rorp EY HE OTE -arasqo dyisea axe ayqea stgp 8F poynuapr sober WSLIgTP HLL PHA HEeseaeree oid eae aaron IEDM reat 9 srk § od sk aanesido-o9 ote aft gg aoumatos — sioydvosseu age eid py te et emt z prered praydsootat ‘ A mx kod aed fed om Aaenjos uonerojdxa —snmsosoine ——a9noesd sqnuomt 9 a sisd) (@antuso9) (eben) (wuonedaosey Geposoysied) (an z piP=29, SAM = BO eae By eg Jo waurdoyaaag penuanbsg zag, qgaow 1a aH“THE LUDIC MODEL theirstomachs, standing, seated. They discover the pleasure ofa body in action. This experience of space and, especially, of their bodies in movement enables them to discover previonsly unimagined possibilities. From then on, they are no longer exclusively dependent on those around them to satisfy their curiosity or desires; they have motor abilities that, in combina- tion with their new knowledge of the world, give thema foretaste of their nascent autonomy. These new skills require close super- vision of the child’s “playground.” During this period, children are often seen repeating the same activities; each repetition enables them to discover new characteristies of objects and new possibilities for aetion. This earning takes place by (rial and error and sometimes involves experiments with unfortunate results Among their important discoveries is the power to act on their environment, fo be the cause of an effect in their envi ronment. During their first year, for example, children make sounds by moving or striking objects, they put objects together (cg., one block on another), they make light appear by pushing the light switch—or their mother appear by calling. They also discover the magic of making objects disappear. Sitting in their high chair, they can open the hand that holdsan object, and close the hand again, making the object seem to disappear. Some months later, they have internalized the concept of the perma nence of the object, and know that the object does not disappear, that itstill exists even if it cannot be seen, The internalization of this concept, which takes place during the second year, will reassure children with respect to their mother's absence. She may not be there, but they know she still exists. Playing peck-a- boo and searching for objects under the covers contribute to the internalization of this concept. ‘Their energy seems to be monopolized by the exploration of objects around them. Their play world extends only to the microsphere, the small world of toys. Their interest in humans is satisfied by their immediate family. Children their own age do not really attract their attention. They play alone. 16 PLAVIN THE LIFE OF THE CHILD From Eighteen Months to Three Years In this period children are great explorers. They are curious to discover more about their environment and to experiment with it’ They have a desire for independence, which is shown in their frequent use of “no” and “I can do it.” The period around the age of two has been compared by Dodson (1970) to a first adolescence. Their knowledge of the world broadens and they take an interest in their immediate environment (parents, siblings). Aware of other children, they observe, butare not ready to share anything or cooperate in a collective activity, They have to discover the meaning of property before they can share theit toys All play materials that permit. gross and fine motor experi. ence attract them: tricycles, baills, swings, ring pyramids, simple PiizZles, Wax crayons. Their action strategies improve, which is ceuronsuated by a certain amount of skill in their actions; the capacity to use symbols contributes a lot to this. They are inter- ested in language and captivated by words. The proof of this is their attraction to stories and nursery rhymes. They are inter ested in imitating the actions of persons around them and respond well to materials such as dolls, telephones, carpentry sets, musical instruments, and trucks. Atthe end of this period, they demonstrate an unmistakable terest in ‘making believe.” They bring objects to life and become involved in theworld ofimagination; stick may become successively microphone, a horse, and amagic wand, Costumes, which caused fear at about the age of two, begin to attract them, In drawing activities, they identify their creations once they are finished; these are not planned in advance but are mainly the result of chance strokes of the crayon, Atthree, children like the company of other children; their play extends to the macrosphere, the world shared with other. -people. They begin io be able to cooperate in games involving several people, at least for a few minutes. Their curiosity now encompasses the reality outside their immediate environment: park, extended family, nursery. 7or jo ousoddo oyp ouSeun sn 197] Suiag opnpout osje asa ang Fuurop Jo SUL91 Ut djoatsn axe pauyap aq 10UUWS “ar0;9291p “BUMP Tran iow pur tmoraeyoq aiqeaasqo omy Ganse pausu! syT SowsuEN y>TpE “Guan -oe yeorsiyd ‘sautsap pur sarseuey snorstiooun pur snopsu0s SepNPUT [ORY ‘Sande peUDUI ssoNsHOEIEYD WIEMT IaNp Sey Aeyd '(,86 1) raneqnay o7 Burp rosy soajastuotp UoApYP aq 910 MOTY OYA souo s]UO atp aouls ‘Hunseyd ane Aout veep HwNSsE K[UO. ue sjeraieur keqd yo 9ouasoxd otp Jo pue Aussnoe s,uDap]y jo ssounpme st oym z9atosqo ou.1 “(976 1}OHUIED IprIMWaanaaleins ng “mhoweyag e rou azoyo1aEN St Avg “HonsodsipsId jeu UE puLu jo ows TeMON ed w “speHO WU pur UONDP oF YoRIppE- ur SoqdirAe(g Cuonesuen mo :nou sioneysuea ‘ot -d GSEL roHU}]) ,2uMes sro%ed oxp st for, v Furpauros soyeUL WeyS Teuoetu Avyd yas Jo pur UTSTyDNY perew ous! >I9qL, 1 Sumuaddey sy rym rexp ssousrwae aw «4 jeuiaweur ded jo souasoad axaur axp ueyp oxOW Aue hed auyap routes ouope uoN>e sn. “oINsLa{d ou Surp993 st ays 40 94 1e4p ‘Buukyjd jo Bunya ayy ancy pe 1 20Ussop USIPHYO 9894 yo suo ret afqissod s111 oAaMoyy ‘sfenaren Aejd Bupsn ‘asodind pasodur ue mount ‘Xjaaxy Auanse ue Sulop ouw Komp 9ouIs Suxiejd ore uoxpy> om asaya sey apnyuos 1ytur s9A198qo uy ‘readdeor way Supeu: pur ‘pues amp s9pun svaddestp spuey sou) BupeM ‘ae 601 w 4oy speor Supyeur “pues yA yaypng Suny sruawasom aures aup oyem yoy ‘KoqpUES ¥ Ut [curexe 10} “Ayanoe dejd v ut posesus uaapir|> om auLsEUTT (id 6261) at Suy9p wee spoqou ng siateyMsMoUy 9UOLIDAD :9A0] 941151 Aa ‘Soin aoureyg -Ayjd 1980] ou st unejdxo 0) afteuvus 98. EHS PU aanjeu sy soyfe om ‘uoneuyydxe [eon910941 & 0 SuL49} U] 10 Sp4om ULF suyap 07 yduroMe as se UOOS se Inq ‘SuOAI9AD 01 FEILER ‘uouowouayd pesrastun ¥ st Avjg ys snopIod v [Ips st 919191109 3 soyeur puE DT suUMap Tey LONIAYEp v YBnoNp deyd Suet -pemidaouep ‘sisypreaso. dq Uo pou 10u st [fps YousUOUDUE si Jo uoniuyap 21p “Kejd Uo auop u99q sey Ie y>uw9s9s OUP Te Jo ands ur yey Surystuorse woos deus 3 ete sayy ep SECU Avla Jo wonrUed & premel, nts aL 40 SANT ABLE. NEA gt uonseysnes uray Song ssapons pure “ounoe siowp Jo simsor amp uy parsasonut axe Kou], “SOUSTETETP 9feS HNO foro uoNDe UNsaaiur sroy.T ‘sama aspasd His sours aos puE Copty 20 soured prvog “2[diuexs 10] :pliom ayupe ap Surus9a08 ‘soup a4] ate soqni asoum soured ut powso.sonut 978 pur 'S9[EUE TN sourel dxjd 01 ajqe ase Aotp ‘potiad sixp Jo pus 247 PIENOL, quepuane 1ySiy ‘sroIppos ‘sx, ssosmu suuosun Suuwom afdoad pue soy sq paveme pre Aatp “Aqepuaig “Sxe> apy ‘Soystp Kor UH{s,10190p E SPRINT Grape orenar oy worp moye wee sor oxnyeIUT UE payso19 uF ae al “siINpe Jo pjom axp on spudrxo 9up Jo uontsod up 294aveA “MOF smoys 11 Jo Buywerp araup ‘s]99yA tno} sey Te ¥ ASHEIAG OS "995 doypreyaiow pur sunp sorp reqataweap dou, "woniodesd puv ost SadaBd josTOLia ureuos Loup YBowp ‘9[YEzUAOID IAT Sea sour aq 01 UiEaqsiioHApoid ydusd aroup “TOFJO oe op wor souaye uo Sums sueydaya ue so sfooyM azenbs quim aporq e aurseurt on Auuny 1 pug Aarp ‘9jdurexa 107 ‘sonmaSuoour jemdsouea prepardde o1 uifaq days ‘sjoquits sorseu djaassoifosd Soup Sy souions ojdunis ayza39 Aoup “Sasnoytop pu ‘seurmaso> ‘siaddnd se ons sppuaieut ded 20 ‘Syooqdrois Susp, OUIUIOA ysoUtT S| Aeid 51joqiuKS sontanze arpa] sforp wi apna L1a se uo eUTSE uty geo dove pm amnorasiaud ve Buymorpos ‘adoyse umop eq eSULTJO sem aanuoaut tw] sperrareur Bursn unBaq 4oyp “(s}a94 4e> “TLeq. "$9 q1o1sfunp puno.) pousd snowaad ap urstoafqo jo sanyenb JH cuoos ‘Supuaro sty ‘Keps91s94 jeusaixe sy paisdczsip Butary (pun Sunano aes pure app4org eaptr or waw9y ‘9]AOENTe NLM FLD now fosSiduil uaspyyp JO S| toro ayp ‘poriad sup Suung sapag xIg 07 90.4,], WOLT sagow ora aHTHE LUDIC MODEL the above example, a child involved in an activity that appears to an observer to be repetitive and boring; the child’s facial expres sion might show effort being made rather than pleasure felt. We might conclude that this is not play, while the child would identify the activity as play. What is a ludic attitude? Different elements have been iden- fied as being characteristic of such an,atiuade, Accagding to Lieberman (1977), the concept of “playfulness” indliides phys cal, social, and cognitive spontaneity andasense of humour ana _pleastire. These various elements have also been identified by Harnett (1990) as being associated with a playful attitude, Ac- cording to Henriot (1976), this subjective attitude is character- ized by indeterminacy, unpredictability, and ilusion. These give rise, in childreiy, to curiosity, a sensation of pleasure, a feeling of freedom of action, and an interest in doing, which in turn spur them to explore, try things, take risks, give free rein to their imagination, and use their sense of humour, Morrison, Bundy, and Fisher (1991) speak of a feeling of internal control, an ability to suspend reality, and intrinsic motivation as criteria for deter- mining if play is taking place. ludicattitudeis, in away, not taking oneselfseriously and not taking the situation seriously. According to Lieberman (1977), a playful attitude can become a personality trait that manifests itself in adult life; moreover, Barnett’s study (1990) shows that the playful attitude is related to a person’s individual waits, We can speculate that an adult who shows a positive attitude to life and tends to put things in perspective and sec the positive side of situations would have a state of mind quite close to the ludic attitude, Etienne’s (1982) discussion of play and its recurrence in adulthood associates the ludic spirit with a ten- dency not to dramatize and to be open to the world. Play can thus be defined as: a subjective attitude in which pleasure, interest, and spontaneity are combined, and which is expressed through freely chosen behaviour in which no specific 20 PLAVIN THE LIFE OF THE CHILD REFERENCES, 1990). Plyfuiness: Definition, Design and Measurement. Play an re 3, 319-836, sciaee Bishop. JK. (1986), Play: tts Mea 1d Being. Early Child Development an Care, 26, 66-77, 16 Early Child Development and MM, (1986). Ce qui fai jouer, ee qu 513521 apprendre. Perpectioes, 16, Bruner, J. (1986). Jeu, pensée et langage, Porpectives, 16, 82-90. lon, R (1988), Pour ls Lausanne: Euitions EESP. sant jouer Gray, MM., ‘Thornburg, KR, aud I 9 rg KAR, and Ipsa, J. (1985), Curiosity. jon-Play-Creativiy: The Early Childhood Mosaic. Early Child Development and Care 19, 199-217. (1979). Len ing through Play. New York: G: Cheyne J. 2082). Object Pay an 1 Prob- nsand Gon 96. De GrandmontFartier, N. TLogigues, Montréak: Les Baitions 1989). Pidagoyie du je Dodson, F. (1970), Haw to Parent, Los Angeles: Nash EA MJ. (1979). Wy People Play, Englewood Chifs: Prentice-Hall Ine Erikson, EH. (1950). Ch Society. New Yorks Norton. Evenne,A. (1982). Lejewersesrecer 8.48. icementsdansVgeadulte,LeTv sf Ferland, F. (981), Fv 2 Sensonpmotor Education Program for Parenietorite Child Com, Healt aad Development 7 245258, (2983). Reftexions jon de furs parents. Santé mentate a Frappier, P. (1976). The Playing Phenomenon in Adults; A Theoretical Study Unpublished doctoral dissertation. University of Southern California, Los Angeles, " Freud, A (1965). Normality and Pathology in Madison: International cn Henriot, J. (1976). Le jeu (2 ed), Paris: Presses = (1999). 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What do we know about the play these children? Is the full value of this activity recognized by their immediate cirele? To. attempt to answer these questions, first, the current state of knowledge on the subjectwill be presente mental and environmental obstacles the Then, drawing on interviews with parents of children with physi- cal disabilities (see Appendis 1), the role of play in ofthese children will be defined. Butat the outset,aclarification of the definition of physical disability uscd in this book is required.er TS Rane” NY 4B “puvpsag) suoypreosox jexanes Aq porou uaaq sey sonyrqesip peosdyd yam uupyy> Jo sod wonezyqepos op ut ded y uOREpOS! 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(T66L) Puenaog. pue quoquiey ‘purpog ‘sonmqesip jeaiskyd yam stusasopope {gua Appanadsonex sup Apmis Atoresoydxa snouaid v uf ESosis ur ysouaqul Suons e pu WORUMUN JO auvivadde SBp oy Se yous sonstrovereyp peads qiis ing ‘uaspity> jeutsou Jo Tetp on ayqet -edwoo Avjd Jo auauidopasp jenuonbas e puy (p661) UOqHID “ION, Pur ‘purpiag ‘preung ‘Stv94 any o1 99.1Kp pate soniqtaessp asityd aus uoupyy> yo Apras Krowesodxo we ur ‘2[durexo 104 paxioday tiaaq aart sitiotra[9 UIEI99 ‘SagtraxOFIp moqe uOHE “roy aantugep spword i0u sao Yo.waso1 UDKIND YBNOWLY jua.oytp Aida 3q uve HAoHOY “ela KOM Moy pur Aeyd ASU JOWWSIWOT 34, “UaIp[ND 1Sqp0 Jo reIp se sums ou st HOApINP a8otp Jo dujd Jo oouanbas oun (9961) #2[9p2A 01 Bumpi039y UL porou sem paau pepos p: posea.99p my sonmtanse 100ur 3) ay se Ajres se 8 voprneny jenn qustp Jo 99uaBrom axp oF prs| ew aso1p WEN “(GGL POU PUE LUENSSTA) sopMIsqo soy poyNUDP! acy oyM siomne dq paiou se “usg9UOD OF UOSLDN sy} 919 sontessod Avjd stam osje ue sooeyd onqnd xetno 40 syxed Ut Siauimeg jeamoonoay taapiet axon 1oysontamysoddo ed yrUt| ose Av onSnep 10 siuoproze moqe WasuO9 siuoed s1oyp “uO ~endi eur pue toneroydxo jo souotiadxo 919;0u09 s19u7 191s! sory ‘sonqnougip eorsdyd nou se [om Sy “(LEGIT YOU PU euenssipq) sajaeisqo eos pur ‘euoUUO NUD “eluded ‘ea|skyd PayNUsp! u9Iq axey LOAPLYD os94y Aq Ae{d aaj o1 s9prLISqo ayy 01 A1epuoaas sat SALLMIAVSIC-ToIgtIta HIM NTLTUHD JO AUT SELL NIAVIE 9% snourea ‘uonmppe uy “(eg61 S9quopuea pure “wlog “UGA “E86 oavsidyyy pue UosMaX) Woy) 10} 19BuOT SANUS LOREM iy pur “dvd centr 7 siainaed ype vo quspuadep e1001 ‘ose ue sonqiqesip jeaisdyd quem waspyyD “sx9MIed Avyd soMay pany doup pue ddexaqp Aq pozodouout S| aun ajoyy asne9q uaspiy paddesrpuey-uou uerp ssay keyed uasppys yous ‘potted jooupsard at Zuzmp rey prouzowaper9 G26 NL'S9PUIGSP fon paneer asoup Apenonsed “roaomoy ‘payNUsp! toI9q aaKey $9 “rrqesep worskad qpuss uaapynrp dq dejdyo sonstioioereyp autos sduipog espoau souyo arotp [fe 19:0 spaou agbads oy 07 want word op tncty pute "woupyyy asain uw uouowsouayd sup Uo pare one No} at] Wogy tars ATUNUTUFOD 9gNUDHs ayy Jorted ay vo afGns sty) UL ysa1a1Ut Mo] 24 S8Oq “PIE B1OFOs9TP ware SHEP UL DBpopMoury sonrtiqestp jatssyd Yes cia sppry> tea Sayyeop saxpms ToMay sey due a19yp {19A09 0 YEP We SAEUA-VOIPHUP TEULIOU Ke Xeyd uo mo parses qouwosos yo Ar9tTeS pate TUNOUME IP O|LN, aSpojmouy Jo areag woIaND OUI, wiaip purose PHoM 241 Jo pue ainseayd jo 4saxoasip xy UL parry DA YG Wo pure sonITGestp Twoyskyd yeedyTEAs avy OHM Uo spyP ut st asoaayuy NG “xajduiod A194 9q Kew eI UOREPUOS quoueuniod © (pus sfenpiarpur moqe Sunes 079194 9E INK, ‘suto{goad Kroyenidso. 20 ‘Azoupne ‘qensia se qons surajqord 1946 L qin poreosse ame sanmiqesip asoyp 10u 40 soypaya TuoULTEd Aun yuoueuniad yuespufis UF ynssr rip soNEEGestP eorshyd Davy OYM USIP aBefooupsaid wo sassNI9} Yoo SHEL rong} penuauaidoaus Jo ansaa 9h 94 oste ue deogpuey Ssquio} asaup ut paugacy ‘deoypuey yo wonwmis eon peay deur pur pr © 105 peussou pazapisao> sonmanioe ino L1se> 0 Ausede> bin jo lusuuredun ux uy sysox rey) stoNDUNy fes1Rojomou pure ‘posopoiskyd “qeotsyd yo uoneayspour 10 Argqeurrouqe Kuv ot sipyar Amqesip peaissyd ‘yooa stip Jo Ww9IGOI 9qI UE Amaqesig woskqg Jo Toned Vv vidow ran aHTHE LUDIE MODEL Lambert, and Bertrand 1991; Jones, Jarret, and Quay 1984 Newson and Hipgrave 1982; O'Halloran 1985). Their restricted motor skills limit opportunities for social play from a young age, It is specifically their gross motor activities that tend to be restricted, and itis precisely contexts that favour this kind of play that Vandenberg (1981) associates with the emergence of social interaction, rather than concexis that favour fine motoractivities. ‘Their physical limitations also can have consequencesen the, cognitive level of thie games of these children, as their delay in reaching the imitation stage previously mentioned seems to dicate, “Since their knowledge ofthe concrcteworld is limited such children may experience difficulty in achieving the more abstract levels of play: symbolism.and fantasy may be-slow-to develop” (Salomon 1983, p. 464). Jennings, Connors, and Stegman (1988) studied motivation to master the environment in 22 children with physical disabilities and 89 normal children three-and-a-half to four-and-a-half years old, Analysis of their results indicates dhat normal children, compared to children h physical disabilities, show more perseverance in performing difficult tasks and choose harder tasks in preference to easier ones, During free play, the normal children are tess idle, Their Activities are more complex, more advanced in cognitive terms, longerlasting than those of their disabled peers. One cle- is nevertheless common to both groups: curiosity. ‘These studies provide some information on the Indic be- jour of children with physical disabilities, but we are still far from having a thorough understanding of this phenomenon. We can nevertheless conclude from them that the experience of discovery, mastery, creativity, and selfexpression through play canbeseriously compromised in children with physical disabilities. ‘These children discover the world around them late asa result of the obstacles created by their physical Jimitations, If only the movement of play is considered, play is likely to give rise m: tofrustration for these children. The experiential value of their Judie activity may be greatly reduced. Consequently, they expe- ricnce very little ofthe feeling ofmasteryand control thatnormal children experience, and little of the pleasure of putting their imagination to work. Physical limitations can hinder both their socialization and cognitive development as well as their self- 28 PLAYIN "THE LIFE OF CHILDREN WITH PHYSICAL pISAnIITTES. expression through play. Nonetheless, these children, in addi tion (o having feclings similar to those of other children, must adjust emotionally to their handicaps and the repercussions of those handicaps on their lives. They have the same need to express their emotions asall children; in fact, this need may even be greater in them, given their situation and their experience. These observations suggest that there is a need to look further into the phenomenon of playand to considerapproaching children with physical disabilities more holistically, taking into account all their facets, What is the role of play in the daily lives of children with motor disabilities? Does it have a place and is it valued? ‘The Mothers’ Point of View To attempt to reply to this question, seven mothers were inter- viewed. (A description of the participants used are provided in Appendix both parents of each child in the study. However, in spite of the possibility of making appointments evenings or weekends, only two of the seven fathers were present at the interviews and only one got involved in the discussion. This situation confirms an observation of the task force that produced Un Québec fine doses enfants (Groupe de travail pour lesjeunes 1991); many fathersare awkward in their roleas parentsand do not participate sufficiently in family life. With respeet to children with physical disabilities, thissituation can easily be verified clinically. Most ofthe time, the mother is the one who represents the parents for everything that alfects the careand treatment of the child. In astudy by Hinojosa and Anderson (1987), 89 percent of occupational therapists worked mainly with mothers, while only 11 percent worked with both parents, According to Wallander etal. (1989), itisalways the mother who takes care of the handicapped child. nd the methodology ) Atfirst, the plan was to meet Identifying the common points in the perceptions of these mothers can give usa better understanding of the reality of both the children and the mothers and thus enable us (© better understand the role of play in their daily liv 29Te Buoy pey Ayu au0 “opdumxs ao, s A041 YoIpyYD asoyp Jo sisaxa,Ur oypads ures ureydxo deur jeuLLoU atp 40} pasipapnouype {peat St yptys ‘Soouai2gMp fenpstpur jo idasu09 ayy ‘shor jeorueyDout Suyaou fq poreupsey sea roqoue “oynur SuLsjosty Atanoe due Pi 940 ‘o[durexa 107 ‘uaspyiys ay Sou saoua.yp F ap Suusoys “AqquropisuoD pourea UDIpEYD s19U Joy dueseaid Suroqsesiotpour amp Xqparnuoprsontanse say 94 F, Buroq419M Jo Sur99q v oF raquo snp pue duptaseds ajo Ho redness oxy eo s91ma uy sommanoe Gepnonsed m1 UoEpHLD 9soqp1 40g 1HOH}9 OM soamnbor se py da toy atnseaid w 04 we> Syanoe jo ada syn |SHOtKGO "UeID0 a"p UAAD JO “OEY i$ 4p 07 SUPOS uw romoys eso Greq v Sune se yonssomtAnse sopnpoUl eaAY ste, soj0m us somawpy “e pauontau se ‘son hyd spin ouON OW se ‘sonrTgestp [eorsdyd IMM syuads9fope pu UOApLEYD 439 womjadod ayy a poo feos eyo SouansD sup surges S19tNo tpn raeVW09 ut Butaq Jo ainsvaqd ay -ajdoad quam Surg ‘Seat peosty tou 94 INg "PLLYD oF PIED WoAy pautea padolius uerpiys a—) Grune ay1ads ay uasppp ays fe sq poxolua NDE a19M UDIpLYD t>4) Los iuEsTayd Bu19q se Sratnour ssa Aq poropisno sonlanse snouts ayy) SuCary u9aas j/e 407 paynuapY WOUPINE 241 40f runsnayg sp ua9g somAHEY word 298 st am se “ppyp pu zaqpous ayp uaomiaq UORELaIUF aanisod 01 angunuos o7 spuas 1 sours TUELOduE se ainseafd pantooied rotHour aq exp ayELMNII0y S11 “op dat 1osareqm Aofus UOAPT? SALTTIEVSIC TOI HLLIM NWOT 40 BUTT IHL NTA og dep wep uevsodan sem yy rey Sumers ‘anseafd uo onyea YH & paoyjd pamaiarara siaypow 9xp ITV “santanoe dope Jo apssino ado ‘Sioqpour asoyp 20} UoNedaas0a1d hay v st amnseayd “puey AOIPO a1 UO *tHIUOD JF UOSEDY St LBApLLYP OUP JO SAY AEP ‘ap ur quasaid you st amsvayd roy Aqosour Aepd veep yeF MULL, Aeyd yo msrayd ays ut santyo. saqpog sto qp ur ueyPUNS 92 OM USUPLD Ss djoy or pasmbas rieddns 94) 9479901 104 pip Stout dsoup wip ojqissod ospe st ay “sontANDE [euOREDNp? apmord or Aquteus aq 01 ‘siuaied dure or se “uratp 07 wr9es deur apr eiuazed Hays ‘Apuanbasuoa {(gg6L 41NeS) UaIpYY wE a2ueuZ0s1ed wnupced youlord o7 santANoe [LUOREINpE AjiEa Jo 9>uELI0d “uy ay Uo siseydura yuaZN9 ay Aq ParuTIBU! 219M “os a10UN Arqissod pure stoqpour spo ayy ‘Siayous asoyy wU a{qussod ose st ay “SPAS sou dsordury pur suorerUT syY DuI091980 ‘01 waspinyp otf 107 Aum Sunsaroruy uve st Sepa sisidesotp (euowed -noco Apremonied ‘speuorssajord woneaqeyss wos spremnor “eoy Aoyp west Sunwado, £q wonsonb peoneaip sup poso9Msee ous wy aiqissod st ay ZUSupHTUP ay 405 AEE Jo GONLUEp Siuq Te aauute SIOTPOW SOUP PIP MOH “BES LAO SHE LOF wOAPLG? (ou) Jo Soaty auf UL uasaad 9q 01 readde 104 s9op Ae[q “2nVAd 1aify 40 jeuONeONpa ‘Sanda! sypads sey shee “asnseayd AHA pareposse stay ysnomyE “Aid s,aasppy> wp s1oppout Ssatf Jop If) aIvIIPUL OF WH9as sHONTUyOP SMOUeA osaq.L, aonenpiqryps Jo YOM axp Jo Led posaprsues st Avjd ‘uo4p {up mayp or adser quis ‘sng Aemdue ang sey ys Ing “TeOR be aavy nok Soy thin dejd Nos UOYM,, “PRES BUC “HPAP Hy 10] siom ruesea|d se dvd 29s sroqou asaq L , 2! Az4[293 1,US90P Sout ang ‘St10m ay ‘sXeyd ay UOYM,, ‘PaIuaUIUOD s9{POUt du0 sy ‘uroqp 01 snowgo Azan Ing WAP HYD tp) 20} 10M sOTISHODUM STE ‘Sq10m sourosaq Aejd ‘puey z9y10 ay Uo “UOsPLYP 119ys 49pwuo Aoup wayyy “08 sjasmod Sumay se Surseyd oquosap Cy, , 110% fou, ‘oto pres ,.2uNMod OU 1 S1DULL,, “Uny Buyseg se Aepd SuY9P srotpour asaup qjensy) “waxpHy> zat o1 .9adsax quae 10 perouat ur if ypeosdde day saxpays o1 Burpio22e “swonytyap 1991p ‘ion ong ayes ing ‘Apmys stuf 4p pamatiaray siaypout ay 105 uomtugap a{Sutse aaey 10U Soop Aeyd eM a10U 1 HunsosovUL sy] Avra Jo wONTAYDE S19HOW‘THE LUDIC MODEL practised outdoor activities such as camping, bicycling, snowmobiling, and boating. Their daughter, in spite of major physical difficulties, always went with the family and thus devel- ‘oped an interest in these activities, ‘The Children’s Expression of Their Feelings and Needs Since these mothers were able to identify the favourite activities of their children, we can conclude that they are able to “decode” their children's expressions of pleasure. But what about the expression of their needs and other emotions? How do these” children manage to communicate their displeasure, anger, fear, desires, sadness, and frustration? According to the mothers, and this was confirmed during participant observation, the seven children could communicate needs and basic feelings such as wanting or not wanting, liking or not liking something. However, the expression of their negative feelings was much more explicit than the expression of their positive feelings. Most of the children could not express them- selves except by means of facial expressions or eye movements For two of these children, the expression of their feelings could not be understood by people outside the family. It should. be noted that the mothers of these two children were the ones who seemed to have the least pleasure with their children inspite of their close involvement with them, and whose children, according to them, experienced pleasure only occasionally. In contrast, two other children were able to communicate a variety of positive feelings such as joy, pride, and love as clearly as they communicated negative feelingssuch as sadness, fear,andanger. ‘Their mothersvalidated this expressive capacity in their children. *Lalways know exactly what my child thinks or feels" and “He is easy to understand.” That these children are experiencing pleasure was obvious to their mothers as well as to other people. Whatare the reasons for the difference beuween the children who comm themselves explain it, since the Jatter two children had physical disabilitiesas severe as (hose of the first two. Could the latter children’s ability 32 THE LIFE OF CHILDREN WITH PRFYSICAL DISABILITIES to express their feelings in itself induce pleasure in the mother~ child interaction? Using content analysis, it was possible to obiain, for each participant, an individualized portrait (see the analysis of the data in Appendix 1). The comparative analysis of these individual data permitted the identification of elements related to the mother-child interaction, and a cycle of mutual influence between the mothers and children with respect to pleasure was thus identified (see Figure 1) Figure 1 Mutual Influence between Mother and Child with Respect to Pleasure eee CHILD Curiosity MOTHER Maternal involvement Involwement of other Snifiane persons — BaqQuempy Temust he understood that this cycle isa hypothesis cat acd be tented in he utr, butt permitted to identity kely avenues leading to shared pleasure betwee mother and her child. = ‘ i a ae eR Pleasure is present for both the mothe nd the child, 7 emotional involvement on the part of the mother and other significant persons such as the father, brothers and sisters, grandparents, and people in the community, and thus a variety of experiences are offered to the child, The characieristics identified in the children are curiosity, expression of both post tive and negative feelings, and varied interests these behaviours he children do not have to be very refined as long as they are uitderstood by dhose close to the children. There ema to be a genuine reciprocity: the more the children respond, the more the involvement of others is stimulated, and the more the mothersand others getinvolved, the more the children respond. 33LISI ‘cz Marph uessnopy pr mae fo Guapniy usmssouy vy fo oatnef ivde joorgeond bn Basa uotiearioyy sionseyy yo tuted aeorpueyy Poissy & s90q“(ER6L) “TD wears p si09 “Ory. SButuusf ‘981-681 ‘, yarey fo uunol Gowoyy, puoyednary-sopnutay vy Steg 40 dons tusomn3q f209G95 sop 19 PURE ey ap 2891 spunfia 538 op of 2090) HAI Ba04 23 uaney -uoupyus poddeaipuc jd fo jousnof woyyuuer anberesd 9p 2130 voud uonraypy idergigo%ia ua nal 97 Ceol) pacing OSLO ‘OG Hour, ap suyoraKey “onby4r6ed o44 4 9p soUEssyEEL YL yua,! ep Ib a1gu e ap sa>099!d suoH ELON <2") (ZBBL) “y “HIDI0 py suuesney Copunfir oy arb snag ($861) We aH wares ‘39 wouomgepoyey pun surepayy pos fo trysay uospUUD so Meee Suwnoy uo ruaunnedaiy Jo Dedwu"(4gGt) WAL “wou pus "W “UMoIs, SANA Adesouy peuonednss0 ut Aejd yo as up pure ajos oy arenqeas-as 01 paatr am “19AaMOTy “OPorUDTP PII Mo 40 soataz95 sNMadesayp ano Buyziundo Jo stout jeapr ou 9q 01 axoad Keur ‘ommseayd “roused a}quDossipur su pure éept UAApHYD Arq UM sonmanse noYl Jo WIUIO[ snuosso use amsvayd Gnusp dsnoauMUodssioyiou ‘ApareERT 9 AO UE so9uaIaNIP [ENpHIpUL Jo d902I8IK9 o4p PUT Sue! pyiya—sayiour ay Jo oouEeduN ayp se sidost0 24seq ans 197107 am ‘>[a1uDy]> Mo Jo spoou persads oy Aq a1e SALLFIMYSIO-TVOISMHEd HLL NAMED 40 AUNT SL NAVI 6 ase pausssu0s exp 2]qissod 1s] ataaplys soup jo sparc woe “iteeyas stp Jo IowWaroy pur sity FUP OF WHA souDNYFUT DM og gtuared o1p to aavy as ioedum yp Jo azeave ApUa!NsNS aM ITE fuap[y> asaqp (hen Supprom saside.samn se “s9s0o10 pq at wr aoeId AIotp pure uray pumoze pLOM aqp Fax0ostp sarpoq AYP Uy Pavey Suv om HOApYP Op MOFT CHONDE UT JoI919N09 I aA1ASqo 10UED bev j1 uaao opmme aipny arin e doppaap Aatp tte espeay tang Ut Aeyd damp og cKuanae eiuanr paseasour tpi souargop jeosskyd irotp 203 arestisdusos 01 ‘seas ot x990 “UAKD] TOAp|EYD 2891p OF parasisuvoqorsuonsanb dtueur psa aiay 3430 Surpuraszapun sonq & UNS o1 sn Moye 02 pastnbas sf Yoxwasa [LUONIPpE Sueedun se uaos jn st vase peuonedasze sip JI “4a{dwoout stsaauiqestp pearskqd pia uaIppK[oj0 sepd axp Jo. a8paysowy no erp quaplas sray road stay ty paruasaad sBucpuy ep 941 eaIpIN 19H JO soni| au) 10s worrepumoy a4 se saxzas pure saayy Apep S194OUN IMT ‘sino [09 sso] 94fLONDU YOR ar|SUONTa1 PUYD—L9BOUL MAP FO FI Srodusy ap 19]/Sau puv sidosuos s1seq asaxp Ta1O] eu 9a ‘son oun s,uaspyya Apowiar 01 Ajuiwur BuppsoN sistcesatp SY dyysuonyat prrys—ioyrour aanysod ¥ 01 peat or spuar ‘soap swat sxaypout Dip Aq pores ways “GOYA PUL “LIPID Hoy? 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PLM TUAISISUOD st Ie [pow TeUONseDIU um Soonpoidar aioned sup reqy sou oy Supsasonu st ay Sou Aureus [pue pewyuyar a1om wasp sq) Jo suonseas ay “uONTPPE Uy Gumsesur yo sBuyosy pue vosso.dap plore or dem dquo Du) uoqp 62 Surpro298 ‘seat UaapyyD oup KPIs DUNNO! e Jo TUS “ysyquass at, sropmnoys xiop Go parse WaspLE aq 104 Anta, ssuodsa1 aint auf rip woIssardiny oxy pey Aq. “SS9UTT>UO] JO sSuyo9) possosdxa sioypow om aup Sued ss9Tou! ayy Wo ISH -oajoaut asopp Jo ands ut ‘eaz8op upes99 & 01 duo PUL "Hosp Sy) 404 dquo wuasaad 9q 01 poutaas ainseajd 194% S9se> Om OTP UL treds>yuno9 aanvau sy ySnonp paguse sea waned SLT, uoned stip Jo 101vUIBH10 aq st > oy) 20 soqpour xp “ato YDEEA pres aq] YBAIMOY] NOULED IT vn sagon 91007 BAL“THE LUDIC MODEL ssuane,CandPoilock.N Ms Disabilities; The Role of Secondary Disbiay, Amram Jo 5888. i Newson, E.,and Hipgrave, T. (1982). Getting through to Your Handicapped Chit ‘tren, Cara versity Press. 1 Disaiy—Specia 5). The Adoescent “ami ages Neston Cuenptonde Therapy foureal, 32, 1354. 29), Mster-Infant Interaction Antncegratve On oat ytein: kn}, Quota (ed): Hoh of fe 2s Rovonto: john Wiley ad Sons Devetment i 5.6 and Vandenberg, B, (1988). Play In PH. Maen and Ran A lay ois) Hundeoko) Cd Pcl, pp 698.774. New dhe Physically Handicapped. Im CE "ibaa of Play Thera, pp ABO- Salomon, MK. (1985). ‘Schaefer, and K. sucies, F-198. Bai Saucier diemporsine Sim al andl Cognitive Factors in Social Play. rey 31, 1697S, ; n des jeunes enfants handicapés. Vedete, 1 (1986) Le js da operons 16. 581543 en Wattander Jt, Vang Baba Dedaan GB. won KT ana Bee ee nicapned Chihiven Journal of Pattie Phan 4, 37 387, 36 CHAPTER 3 PLAY AND OCCUPATIONAL THERAPY Inaivieh, manity w are most true to their hus 1 engaged in occupation, (Nerva ef al 1990, p.7) Having surveyed the phenomenon of play in the lives of normal children and in the daily lives of children with physical disabili- ties, I will attempt, in this chapter, to describe it from the perspective of occupational. therapy. The philosophical foun- dations of the profession, and philosophical and historical views ofplay in occupational therapy, will be presented without analysis or interpretation, to enable the reader to follow the development of the author's thinking. These views, which were the starting point for the author's reflections, will be examined in greater detail in the following chapter in order to develop a new un- derstanding of play in occupational therapy. This return to first principles will allow us to assess whether there has been a philosophical shift in our understanding of play in occupational therapy. ‘This chapter will also describe the perceptions of the occu: pational therapists who participated in this study, as presented in Appendix 1. They reveal how play is currently usedin the practice of occupational therapy. Finally, the comments and recom mendations of the adults with physical disabilities who also Participated in the research will be presented. 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Keyd 904 aweaytoey ov oste sh siderout euopedno 0 axp Jo aor 914 sympe taraduno> ‘sanonpordsesont, Samay afaip oy pasrnbox spnys ain doypaap wiamp diay pueswone, stay feuonDumy soy ateIAg|Le OF 1apsO uy popwaUTTO.2 sf AE] Jyoasn aup ‘sontqestp Tearssud yas wo4pryaso 27191 ex (6861 v0 NNT Wy TELUS “OGL FEEUIS) re eeyag “Z86L PUESUNE PUE “TTL Ulery jeuonednaze uo ip jo 1uaurdojeaap Aderonp jevonednose wr parwan Su1oq radOW 31007 FHL,THE LUDIC MODEL treatment became more segmented and very specific, the same thing happened to play: it lost its holistic quality, and the nalysis of its developmental components now deter- jnined its therapeutic interest, We no longer spoke of “play,” but rather of “play activity" as a therapeutic modality, and the use of lay was conditioned by the therapeutic approach chosen. systernatic During the 1970s, several assessments and approaches that had been developed in the preceding decade were the subject of research. Work-Play theory was presented in a series of articles (Gray 1972; Klavins 1972, Shannon 1972; Sundstrom 1972) Reilly and her students continued their investigations of play in children with physical disabilities and in 1974 published an important study on this subject: Play as Exploratory Learning: As mentioned above, the skills and habits developed in play were at this time secn as preparing children to assuine their future roles as competent, productive workers, Reilly's studenis were inter- ‘ested in play from different points of view: classification, assess- ment, development, and content (Knox 1974; Takata 1974; Michelman 1974; Robinson 1977) During the 1980s, assessment methods of children's play conceived during the preceding decade were subjected to reli- vd validity studies (Behnke and Fetkovich 1984; Bledsoc nd Sheperd 1982; Harrisson and Kielhofner 1986). Several research studies on occupational behaviour and the practice of occupational therapy in pediatries contributed to the refine- ment of both the concepts and the clinical applications of the theory of occupational behaviour (DeRenne-Stephan 1980; Florey 1981; Hurff 1980; Takata 1980). ability Since the beginning of the 1990s, there seems to bearenewed interest in play in publications on occupational therapy (Bracegirdle 1992a, 1992b, 1992c; Bundy 1991, 1993; Ferland, Lambert, and Bertrand 1991; Ferland 1992a, 1992b; Missuana and Pollack 1991; Occupational Therapy Play Research Group 1993; Stewart ef al 1991; Von Zuben, Crist, and Mayberry 1991) ‘Thereisaconcern with increasing the knowledge of occupational therapists and deepening their understanding of the play rep- ertoire of their clients, 44 PLAYAND OCCUPATIONAL THERAPY ‘The Clinical Understanding of Play in Occupational Therapy Another significant source of information to fuel discussion of the role of play in occupational therapy is the perceptions of these professionals themselves, Perceptions of Occupational Therapists How are these philosophical positions expressed in the practice of occupational therapists who work with children on a daily basis? What is their long-term objective for the children with whom they work? Do they use play to attain this objective? Is their.“ approach directed exchisively toward the physical limitations of ~y; the children? The methodology used to collect the answers to.” these questions is presented in Appendix 1 The Use of Play? ‘The occupational therapists interviewed stated that they used play in their daily practice. For all of them, play represents the interest, and helping them discover pleasure, Nevertheless, the analysis of the responses revealed two differentwaysofapproach- ing play in occupational therapy. The first and more common way uses playactivity asa starting point, to stimulate the children’s interestin their therapy. Play activity issometimesassociated with specific treatment approach, such as the neurodevelopmental approach, Occupational therapists favouring this approach may introduce the children’s favourite activitiesat the end ofa session as a reward for the effort made'during therapy. ‘The secondway of approaching play dealswith gna broader v1.t way: the occupational therapists that ase it go bese the play #! i activity itself and systematically include a play context: They put <=> their creativity'and-théir imagination to work for the therapy.“ The following comment illistrates well the underlying principle subscribed to by thisgroup of occupational therapists: "It'salways occupational be feminine. herapists Interviewed were women, they wi 45 a vate Fo i ;