Extending PlayExtending PlayUsing toys to support social Using toys to support social

participation and participation and developmental progressdevelopmental progress

Let’s Play! ProjectsLet’s Play! Projects

University at BuffaloUniversity at BuffaloCenter for Assistive TechnologyCenter for Assistive Technology

Susan MistrettSusan Mistrettmistrett@buffalo.edumistrett@buffalo.edu

Website: Website: http://http://letsplay.buffalo.eduletsplay.buffalo.edu

Let’s Play! ProjectsLet’s Play! Projects• US Dept of Education funding since 1995

• Focus on play needs of families with children with disabilities

• Provide research & education to parents, caregivers and professionals who work with these families

• Collaborate with play organizations + toy manufacturers to design toys with Universal Design features

How to Extend PlayHow to Extend Play1. Put the child in control

– Remove barriers to play

2. Encourage imagination & fantasy play

3. Plan for social interactions

4. Understand play stages

• Begin where the child is – where she is successful– with what she likes– for switch users, start with stationary or highly

reactive toys

• Maximize support (physical, cognitive + language) to focus on PLAY! This is NOT work!

• Show what to do; encourage interactions• Follow the child’s lead; partner/audience

1. Put the child in control1. Put the child in control

SimplifySimplify• Remove distractions from the play area

before play begins.  Turn off the TV, remove clutter and provide good lighting to decrease distractions from play. 

• Select 1-2 toys at a time. Place toys on a contrasting color surface– When playing with toys with multiple pieces

and colors, lay all the pieces on a solid colored surface

Role of Play MaterialsRole of Play Materials• Selection & use of toys is most critical

for early play success• Encourage creative toy usage from

the beginning… How else can the toy be used?

• Play gradually becomes more social; role of toys diminish while use of open-ended materials increase (e.g. boxes, blocks).

2. Encourage imagination & 2. Encourage imagination & fantasy playfantasy play

• Model + support new toy uses and combinations other than intended use

• Promote scenario play: library, store, doctor

• Availability of props (including boxes, spaces)

• Resource: Circle of Make Believe

3. Plan for Social 3. Plan for Social InteractionsInteractions

• Social skills may be best indicator for long term positive outcomes

• Social interaction is greater in integrated settings, and social competence is further enhanced when structured interactions are in place (Jenkins et al., 1989)

• Plan for activity based opportunities

PALS structure +PALS structure +Cooperative LearningCooperative Learning

• Pair children

• Arrange adult behavior

• Limit materials

• Structure the activity

(Chandler, 1998)

CL play can include “pairs of children playing different roles: blower + filler and dumper with buckets and chooser and gluer with art materials”.

(Johnson & Johnson, 1988; Fad, Ross & Bosten, 1995)

Classroom OpportunitiesClassroom Opportunities• Large group activities

– Parachute popcorn– Musical carpet squares with sharing– Snack time passing, “what can it be”

pretzels

• Small group activities– Play area for 3 MacDonald roles:

customer, cook, waitress– Read to each other– Roll a ball across the table for a friend to

catch– Draw on a partner’s back– Children with the same symbol help

each other to get ready to go outside, play together on the computer, etc.

Make Play More SocialMake Play More Social

• Art: each child has 1 marker; all need to make a rainbow

• 2 children have playdough; 2 children have pizza + cookie cutters

• Trampoline: jump holding hands• Push a friend on a swing• Water play: push a boat back and forth• Trucks: 1 dumps, the other fills

Tips For More Social Play Tips For More Social Play • Carefully plan activities; be aware of

materials and environments

• Put children in positions where they can interact

• Tell the child what to say using simple sentences

4. 4. Understanding Play StagesUnderstanding Play Stages

• Developmental stages; overlapping, not discrete

• Guides “next steps”• Toys guide play of early stages• Play gradually becomes more socially

interactive from self to parallel play to social play

What Is It?What Is It?

Sensori-motor Play• Child uses senses

to explore objects+ people

• Undifferentiated movements: bang, mouth, push, retrieve

Exploring MoreExploring More

Child begins to use one object to interact with another object or surface with more control

What to do…What to do…• Provide a variety of

surfaces for new sounds

• In/out play; offer cans, bins, a barn or castle

• Play games with tickles + touches for anticipated results

• Encourage repetition• Understand child’s

preferences• Revisit sensory

experiences• Describe toys and

actions• Offer novel toys with

different feedback (choices)

• Combine 2 toys for new action and reaction!

Pom-Pom

Vibrating Pen

What Does It Do?What Does It Do?

Functional Play• Child explores a toy to

see how it “works”; it’s design guides what to do

• Specific actions are required

• Turn taking begins

• Single & multiple actions are required

• cause and effect relationships are established

• Toys with multiple pieces• Other people take a larger

role• Toys: musical instruments,

sand, water tools; balls for rolling, throwing, holding; tunnels, slides, swings

What to do…What to do…• Provide opportunities for child to find

objects that are hidden; things to knock over, etc.

• Offer new combinations for new outcomes• Provide activities to follow the child's lead;

drop & fetch, "singing", etc. • Play peek-a-boo games • Offer real-life items to mimic everyday life

Busy Box

Props as “Launchers”

Substitute materials for new response

How can ball play change here?

What Else Can I Do With It?What Else Can I Do With It?Pretend/Fantasy Play

• Carry out action plans, take on roles, and transform objects

• Child uses people + props to imitate real life routines

• Child begins to use materials with planning, coordination and problem solving ability

Constructive play begins to include symbolic themes

What Can It Be?What Can It Be?• Child builds on

imitation experiences to create new ones

• Toys:– Theme environments– Animals, community

helpers, dinosaurs, vehicles

– Props become more abstract

• Open ended materials

Denver – Jan, 2004Denver – Jan, 2004

Wooden pizza set + Space Spinner

=

PIZZA DELIVERY

What Can I Make?What Can I Make?

• Child begins to combine manipulation, creativity and planning using a variety of materials

• Materials: playdough, clay, finger-paints

• Tools - cookie cutters, brushes, markers

• Surfaces - plates, papers, tables, sidewalks

StoriesStories

• Begin with books with photos of real people and objects; cloth & board books are easier to use

• Child incorporates stories into fantasy play

What to do… What to do…

• Facilitate play with emphatic language + sound effects

• Use familiar scenarios• Provide props – real life,

then imaginary • Opportunities to create• Use puppets and stories

What can it be?What can it be?

How many different ways can you How many different ways can you use this toy?use this toy?

Switch ToysSwitch ToysBeyond Cause + EffectBeyond Cause + Effect

Using “switch” toysUsing “switch” toys• Start with reactive, “all in one”

switch toys• Provide control with a single movement

– Good place to start• Almost anything electronic can be used;

be creative!– Provide battery interrupter to family– Look for electronic games for group play!– Add props + other toys

Extending Play with Extending Play with Switch InterfacesSwitch Interfaces

•Switch Latch

•Timers

•Random selection

•Communication devices

Play ScenariosPlay Scenarios• Extend beyond cause and effect to

functional, pretend or creative play– Why make toy go??? To the farm?– For what purpose??? To save the pig!!

• Add Props, combine activities

Let’s look at a few…..

Add props to plan a purpose

Where is the pig going?

What can he carry?

Who will he meet?

What could happen?

Puppets make new

toys

What’s the plan?

Who is the driver now?

What might happen?

How can 2-3 children play? What is the game?

Set up pretend scenarios

“Help, help! Save my baby!”

What other toys could be involved?

What could happen?

Add language

“The bear is coming to play with you…”

Imagination is more important than knowledge

Albert Einstein

USING A FAVORITE TOYUSING A FAVORITE TOY

We challenge you to describe different ways to use your favorite toy out of the box and combined with other toys and props for new purposes.

See if you can:Put the child in control

Encourage imagination & fantasy play

Plan for social interactions

Reflect several play stages

Making the Most Out of PlayMaking the Most Out of Play

• Create a playful atmosphere; provide materials which children can explore and adapt in play.

• When play appears to be stuck or unproductive, offer a new position or toy, suggest new roles, or provide new combined experiences

• Join the child in play

• Create play spaces

Creating Play SpacesCreating Play Spaces

• Promote child choices

• Designate play areas

• Change/add itemsfor interest

• Provide flexible toys, materials + props

Are toys out and available?

Tents, rugs, puppet show, “environments”

Novel + familiartoys

Combine toys, use in different ways

AT/Play ResourcesAT/Play Resources• Let’s Play! Projects website

http://letsplay.buffalo.edu FREE products!• Synthesis on the Use of AT in EI (AIR)

http://www.air.org/techideas/reports.html • ATA Center’s “We Can Play”

http://www.ataccess.org/resources/wcp/endefault.html

• Fisher Price Play Stageshttp://www.fisher-price.com/us/playtime/default_html.asp

• Toy Industry Association - Play Guidelines• Lekotek

Questions?Questions?Go Play!!Go Play!!