PLAY

THERAPY
Pn Siti Hanani Ijazati Abd Halid
Jurupulih Perubatan U29 (Carakerja)
 LEARNING OBJECTIVES
Define play according to major theorist.
Explain the play theories.
Understand developmental sequences of play.
Understand characteristics of play.
Identify the different types of play.
Identify different methods of using play in intervention.
Identify role of OT in play and the strategies to facilitate play.
 Definition of PLAY
primary occupation of Any spontaneous or organized activity that
childhood provides enjoyment, entertainment,
amusement or diversion and an attitude or
pleasurable, self initiated mode of experience that involves intrinsic
activity of which the child is
motivation, emphasis on process rather than
in control
product and internal control rather than
external control; an ‘as-if’ or pretend
element, takes place in a safe, unthreatening
environment with social approval.

(Parham & Fazio, 1997)

Bermain adalah fitrah kanak-kanak
(work for children)
(Friedrich Froebel, 1782-1852)

Semasa bermain, kanak-kanak

berasa bebas, riang dan puas hati.
(Maria Montessori, 1870-1952)

BERMAIN = proses untuk BELAJAR

Maka belajar itu sendiri adalah bermain, lebih lebih
lagi anak-anak berumur 7 tahun ke bawah
 PLAY THEORIES
FORM CONTEXT

• activities in which • cultural and societal

children engage
• as games, building
FUNCTION MEANING expectations of play
• environment, quality of
and construction, care, and types of
social play, team interactions between
• processes, • quality of the experience
sports, and digital caregivers and children
experiences, and • a person’s state of mind
play can affect play
purposes • the value that the play
• change over time behavior
• develops the skills experience has for the
and reflect their • Access to a variety of
necessary for life individual
development materials and
• to achieve optimal • the attitude a person
• in response to opportunities
arousal and develop assumes during play
changes in their own
ego function and • related to development of
interests and abilities
cognitive skills cognitive abilities
and societal norms
 DEVELOPMENTAL SEQUENCES
OF PLAY
PIAGET’S PARTEN’S
THEORY THEORY

• Piaget described a developmental • Mildred Parten examined play from a

sequence of play in reflective of cognitive social behaviour perspective.
development of children. • She identified that play progresses
• Children participate in three distinct through a series of stages, through six
stages of play : stages of play :
• Sensorimotor play • Unoccupied play
• Symbolic / dramatic play • Solitary play
• Games with rules • Onlooker play
• Parallel play
• Associative play
• Cooperative play
 Unoccupied play
(Dari bayi)
Situasi seperti anak tidak bermain, contohnya hanya duduk atau baring
tanpa berbuat aktiviti bermakna. Bayi menggunakan tubuh badannya
dan mula eksplorasi.
 Solitary play
(0-2 tahun)
0-6 bulan
Masukkan objek dalam mulut
Mencapai, mengutip dan genggam guna
tangan
Bermain sendiri seperti rattle
12-18 bulan
Mengetuk dua objek bersama
Mengulang perbuatan sama
Bercakap seorang diri
6-12 bulan
Mula melihat dan meniru
Tiru perbuatan ulangan seperti tepuk
tangan
Suka bermain peek-a-boo
18-24 bulan
Belajar mencuba eksplorasi dan melakukan
kesalahan ketika bermain
Suka meniru permainan orang lain tetapi
tidak mengambil bahagian
Lebih gemar bermain dengan dewasa
Suka permainan berulang
 Onlooker play
(2-2.5 tahun)
• Situasi dimana kanak-kanak menonton atau melihat kanak-kanak lain
bermain.
• Anak kadangkala akan bertanya soalan pada anak yang diperhatikan atau
beri cadangan seperti ‘ni apa?’ namun tidak semestinya bermain sekali.
 Parallel play
(2.5 – 3 tahun)

• Situasi di mana kanak-kanak bermain bersebelahan atau dalam

kumpulan yang sama dengan menggunakan permainan yang sama
atau tak sama tetapi tidak berinteraksi antara satu sama lain.
• Fasa ini boleh berlaku di sebarang fasa perkembangan. Di mana anak
bermain di suatu ruang yang sama secara berdikari.
Associative play
(3-4 tahun)
• Situasi di mana anak mula bermain
bersama kanak- kanak lain namun belum
ada peraturan yang jelas ketika bermain.
• Suka bertanya dan mendapatkan
kepastian seperti kenapa dan bagaimana.
• Dalam fasa ini anak bermain dan
berkongsi permainan yang sama tetapi
belum lagi kelihatan seperti bermain
dengan tujuan yang sama.
 Cooperative play
(4 – 6 tahun)
• Situasi di mana anak bermain bersama dengan
matlamat yang sama.
• Lebih berinteraksi, mengambil bahagian dalam
permainan, berkongsi, berkerjasama, berunding
dan membuat keputusan dalam pemilihan
permainan.
• Anak akan mula menunjukkan kefahaman
berdasarkan pengalaman bermain yang pernah
dialami.
• Anak mungkin ada “roles” tertentu di dalam
bermain.
 CHARACTERISTICS OF PLAY

Enjoyable development
child is in
control

active
participation Make - believe
 TYPES OF PLAY

Construction
play Motor play
Rough &
tumble play Nature &
Messy play outdoor play

Role play
 PLAY IN INTERVENTION

Improve play skills

Promote motor skills
Promote sensory processing
Promote perceptual abilities
Improve cognitive development
Promote psychosocial function / Support social, emotional and
language development
METHODS OF USING PLAY IN
INTERVENTION

• As medium/modalities/means
• As intervention goal
• To facilitate playfulness
Play as Medium/Means/Modalities

• OT use play as therapeutic modality to facilitate specific areas

of development such as gross motor, fine motor, social, self
help, cognitive & communication skills.

• Play may also be a powerful motivator, enhancing the child’s

enthusiasm and effort to participate in activities they might
otherwise resist.
 Play as an intervention goal

• When a child demonstrate a deficit with play, intervention

focuses on improving play skills.

• Eg: a child who is developmentally immature, intervention

focuses on facilitating play development and move the child
toward a specific developmental stage of play.
 Play to Facilitate playfulness

Playfulness is a quality of a child’s play that involves flexibility and

spontaneity in performing specific play activities.

Strategies for increasing playfulness include:

 setting up a safe environment
 facilitating a sense of control
 building trust
 providing the just right challenge
 ROLE OF OT IN PLAY
Before intervention session
Setup environment to facilitate play with:
• appropriate materials
• toys & equipment
• consider environmental factors (lighting, visual clutter, ambient noise)
and how they can be modified to maximize the play experience.
 ROLE OF OT IN PLAY
During intervention session :
• To get and sustain the child’s attention.
• To teach specific skills, to instruct.
• To observe – to watch or give play-by-play commentary of the play action.
• To participate in initiate, respond, and encourage the child to take turn.
Strategies to facilitate Play skills

• Instruction
• Praise
• Maintenance
• Conversation
• Demonstration
• Redirection
• Participation
Thank you