Learn to Play Therapy

The ability to pretend play is an important skill for children to develop as it is the foundation of literacy skills. Pretend play includes playing with dolls and figurines, teddies, dressing up and role play. When we pretend play we build a storyline which has a beginning, a middle and an end, might contain problems to solve and could include multiple characters. It allows opportunities to problem solve, to think creatively, build language skills and develop social skills. Engagement in pretend play has been shown to impact a child's development in many ways:

• Visual Perceptual Skills—The ability to understand what is seen, remember sequences, recall memories, and be able to focus on the important information (Stagnitti & Unsworth, 2000)

• Language—Pretend play development parallels Language development (Stagnitti & Unsworth, 2000). Play can help a child increase their levels of both receptive and expressive language (Stagnitti, O'Connor, & Sheppard, 2012).

• Fine motor skills— Play requires the use of manipulation and movement during a range of activities (Stagnitti & Unsworth, 2000)

• Problem Solving—Through pretend play, children are able to try out different solutions to problems,  this increases flexibility in thinking and reduces stress in everyday life (Shaefer & Drewes, 2014)

• Narrative Thinking—Understanding narrative means children are able to understand the context of a play scene and predict what might happen next, a skill required for reading and writing (Stagnitti, 2016)

• Social Skills—Pretend play helps children develop skills such as cooperation, empathy, and encourages relationship building (Stagnitti, O’Connor & Sheppard, 2012)

• Emotional Regulation—Through play children are able build emotional capabilities and better manage stress (Schaefer & Drewes, 2014)

• Literacy Competence—Pretend play is built on storylines, more complex play relies on the ability to create logical sequences both familiar and created, important traits required for reading comprehension and writing (Stagnitti & Unsworth, 2000)

• Divergent Thinking—Pretend play offers children the opportunity to create a variety of solutions and ideas during their storylines (Schaefer & Drewes, 2014)

• Gross Motor Skills— Drama based pretend play requires much larger physical movements and thus helps to develop gross motor skills such as running and climbing (Stagnotti & Unsworth, 2000)

• Creativity—Symbolic play requires imagination and creativity  as it grows in complexity (Stagnitti & Unsworth, 2000)

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Who would Benefit from Learn to Play Therapy? 

Learn to Play Therapy would benefit any child who:

• Has a disability or developmental delay

• Is struggling with reading or writing

• Has trouble connecting socially with their peers

• Has been showing behavioural issues

• Has a speech or language delay

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Learn to Play Therapy has been found to be especially beneficial to children with Autism Spectrum Disorder (Stagnitti, 1998).

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How Does Learn to Play Therapy Work?

During regular 45min-1 hour sessions, using the skills of tracking and modelling, the play therapist works with the child to develop each of the 6 key skills of pretend play:

• Play Scripts or Themes

• Sequences in Play Actions

• Doll/Teddy Play

• Object Substitution

• Role Play 

• and Social Interaction

In the early stages of the intervention the therapist would be more directive and instigate and guide the play, inviting the child to join. The aim of Learn to Play is for the therapist to be able to step back and the child to begin leading the play. All play activities during Learn to Play sessions are specifically planned to support specific skill development while also being based on the individual interests of the child (Stagnitti, 2021).

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Learn to Play Therapy can be run individually or in small groups depending on the needs of the children. A basic level of pretend play ability is required to participate in other forms of play therapy such as Humanistic Play Therapy therefore Learn to Play Therapy is a stepping stone into other therapeutic work and elements may be integrated into other play therapeutic interventions. Parents and Teachers can also be trained to run this therapy.

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References

Schaefer, C. E., & Drewes, A. A. (2014). The Therapeutic Powers of Play. Hoboken NJ: John Wiley and Sons inc.

Stagnitti, K. (2016). Play Therapy for School-Age Children With High Functioning Autism. In A. A. Drewes, & C. E. Schaefer, Play Therapy in Middle Childhood (pp. 237-255). Washington DC: American Psychological Association.

Stagnitti, K. (2016). Play, Narrative and Children with Autism. In S. L. Douglas, & L. Stirling, Children's play, pretense, and story: studies in culture, context, and autism spectrum disorder (pp. 51-71). New York: Routledge.

Stagnitti, K. (2021). Learn to Play Therapy. Principles, Process and Practical Activities. Melbourne: Learn to Play.

Stagnitti, K., & Unsworth, C. (2000). The Importance of Pretend Play in Child Development: An Occupational Therapy Perspective. British Journal of Occupational Therapy, 121-127.

Stagnitti, K., O'Connor, C., & Sheppard, L. (2012). Impact of the Learn to Play program on play, social competence and language for children aged 5–8 years who attend a specialist school. Australian Occupational Therapy Journal, 302-311