Characteristics of True Play

1. Play is not work.

Play is about freedom, imagination, and fun. When the child is playing, their focus should be on the activity rather than on any particular outcome set by an adult or another child. When children are at play, they are engaged and having fun experiencing the activity.

2. Play is not for real.

Play is meant to happen outside the realities of everyday life. It is supposed to be free of consequence and risk so that a child can play without worrying about whether they are being judged for doing something right or wrong.

3. Play is expressive and exploratory.

Play is not a passive experience where a child is made to be a bystander. Through play, children are able to express themselves and discover new things, rather than being led or directed by an adult. Play involves the outflow of energy from the child. A child should naturally play with numbers, lines, sounds, words, or ideas.

Participate and let children take the lead.

Engage in play that’s rich in back-and-forth interactions between you and the child. Pay attention to children’s ideas and interests when playing. Talk about what the child is doing or ask questions to support their play.

Allow them to make mistakes.

As adults, it’s difficult not to take over because we feel like we know the best way to do things and how to avoid mistakes. Mistakes are an important part of play. Allowing children to make mistakes during play gives them the opportunity to evaluate their process after a mistake and to create a new plan which supports critical thinking and problem-solving skills.

Build a playful space.

Create a space where children are safe and free to play and explore as they wish. Remove dangerous items and fill their space with open-ended materials that can be used in many different ways (e.g. playdough, building blocks, etc). Encourage the child to use their curiosity, imagination and problem-solving skills.

Label the emotions children express during play.

This helps children name, identify and express their feelings.

Play therapy is a psychotherapeutic approach used to help children aged 2 to 12 explore their thoughts and emotions. The goal of play therapy is to help children learn to express themselves in healthier ways. Therapeutic play usually takes place in a safe, comfortable playroom, where very few rules are imposed on the child, encouraging free expression and allowing the therapist to observe the child’s behaviour and play style. 

Play therapy helps children with social or emotional challenges learn to communicate better, develop problem-solving skills, and relate to others in positive ways. It may be used to help children who have experienced or witnessed traumatic events in their lives, such as a serious illness, neglect, abuse, or a family crisis. Play therapy can also help children with learning disabilities, behavioural disorders, anxiety, depression, grief, as well as children with neurodevelopmental disorders such as Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD).

References

Else, P. (2014). Making Sense of Play: Supporting children in their play: Supporting children in their play. Open University Press. 

MacNamara, D. (2016). Rest, Play, Grow: Making Sense of Preschoolers (Or Anyone Who Acts Like One). Vancouver, BC: Aona Management. 

Guralnick, M. (2011). Why early intervention works: A systems perspective. Infants & Young Children, 24, 6-28.

McGhie-Richmond, D., Underwood, K. & Jordan, A. (2007). Developing instructional strategies for teaching in inclusive classrooms. Exceptionality Education Canada, 17(1&2), 27-52.

Shipley, D. (2002). Empowering Children: Play-based Curriculum for Lifelong Learning. Toronto, ON: Thomson Nelson.

Shonkoff, J. & Phillips, D. (2000). Neurons to neighbourhoods: The science of early childhood development. Washington, DC: National Academic Press.