What is 'Learn to Play'?
Learn to Play Therapy is a framework developed by Dr. Karen Stagnitti, designed to measure children’s level of pretend play ability. It is suitable for children from 12 months to 10 years old who need help to be able to play with their peers. Participating children need to have a developmental age over 12-18 month level and have at least one meaningful word, gesture or focused attention on an activity that interests them.
Pretend play is the core foundation of Learn to Play Therapy, also known as symbolic play or imaginary play. It is an ability that many children do not develop. According to Dr Stagnitti, “The aim of Learn to Play Therapy is to build a child’s ability to spontaneously and independently self-initiate their own pretend play to their maximum potential .”
A child’s pretend play ability is scientifically proven to be linked with their development in language, narrative understanding, creativity, social competence, emotional self-regulation and cognitive skills. Improving children’s pretend play skill can enhance their ability to understand others points of view, see beyond the literal use of objects, and impose meaning and stories within their play.
Learn to Play Therapy involves a framework for assessment, framework for goal setting, and direction of how the intervention needs to be scaffolded for the children.
How do I (as a parent) prepare for the program?
After you have enrolled in the program, your clinician will arrange the first in-take session via tele-health (or in person).
The first session - Parent interview (tele-health/in person) - The therapist will get to know about your child’s interest, special toys, and your child’s history and any concerns you might have for their development.
Assessment session (in person) - Play assessment using Pretend Play Enjoyment Developmental Checklist (PPE-DC) - It will help the therapist to choose the play activities best suited and to support your child and support their joyful participation in play sessions.
A block of 8 sessions - Play therapy (in person).
Can I join the session?
As the parent or carer, you are the most important person in your child’s life. Therefore, in the play sessions, you are welcome to join in as much as you would like. You can join the therapist and play together with your child, or sit and watch if that’s more comfortable. During the therapy sessions, our play therapist will use a range of carefully selected toys to engage your child and support their participation in play.
When do I see result?
We can expect to see a children’s pretend play ability shift after the 6th to 8th session. Your clinician will review with you throughout the program and will provide you with a report at the end of a therapy block (After 8 play therapy sessions).
For for children with autism spectrum disorder, research has shown that 22 to 24 sessions (3x 8 therapy blocks) are needed for large changes in pretend play ability (Davidson & Stagnitti, 2021)
How do I prepare my child for 'Learn to play'?
Your child should feel safe in Learn to Play Therapy sessions. Please assure your child that it is a safe place, we are just there to play for 45 minutes in any way he/she likes, that the therapist enjoys playing with your child.
If it is beneficial for your child, an introduction video by therapist recorded the playroom setting can be sent to your child, to greet him/her from the playroom and help prepare for the 1st session.
At times, the therapist will play with the toys alongside your child to model pretend play skills. Parents are welcome to join if comfortable.
Please assure your child that it is a time for pure joy and fun activities with the therapist.
If you are interested in enrolling in the 'Learn to Play' therapy program, please fill in this service request form
or
contact Blackburn Speech Pathology via text message / Whatsapp at +61 422 838 900 or via email: info@blackburnslp.com
References:
Davidson, D., & Stagnitti, K. (2021). The process of Learn to Play Therapy with parent–child dyads with children who have autism spectrum disorder. Australian Occupational Therapy Journal.
Stagnitti, K. (2004). Understanding play: The implications for play assessment. Australian occupational therapy journal, 51(1), 3-12.
Commentaires