Efnisyfirlit

• Cover Page
• Half Title page
• Title Page
• Copyright Page
• Contents
• Acknowledgements
• 1 The importance of play
• Theories of play
• Evolutionary theory
• Practice of skills for survival
• Play as an attitude
• Play and the growth of intelligence
• Play as a means of working through emotions
• Involving parents
• Using play to help children with emotional difficulties
• Identification
• What can help?
• Stories
• Dolls’ house
• Puppets
• Dressing-up corner
• Drama
• Art
• Games
• Large equipment
• Small enclosed spaces
• Using musical instruments
• Learning through play
• Sit-on and ride-on toys
• Sand and water play
• Ball games
• Playhouse/shop/café
• Outdoor/indoor garden area
• Large apparatus, such as climbing frames
• Daily weather chart
• 2 Case studies
• Case Study 1
• A child who flits from one toy to another
• Possible reasons for this behaviour
• Strategies
• Case Study 2
• A child who is aggressive towards others while playing/interferes with others
• Possible reasons for this behaviour
• Strategies
• Case Study 3
• A child who cannot share
• Possible reasons for this behaviour
• Strategies
• Case Study 4
• A child who uses equipment inappropriately, lines items up, doesn’t care for things
• Possible reasons for this behaviour
• Strategies
• Case Study 5
• A child who doesn’t play imaginatively
• Possible reasons for this behaviour
• Strategies
• Case Study 6
• A child who doesn’t engage in role play
• Possible reasons for this behaviour
• Strategies
• Case Study 7
• A child who is frightened to engage in climbing/physical activites
• Possible reasons for this behaviour
• Strategies
• Case Study 8
• A child who shows no fear or is impulsive
• Possible reasons for this behaviour
• Strategies
• Case Study 9
• A child who avoids toys such as tricycles and scooters
• Possible reasons for this behaviour
• Strategies
• Case Study 10
• A child who refuses to play an adult-led or organised game
• Possible reasons for this behaviour
• Strategies
• Case Study 11
• A child who always plays ‘mum’ in the home corner
• Possible reasons for this behaviour
• Strategies
• Case Study 12
• A child who refuses to let others play the same ‘game’ as them
• Possible reasons for this behaviour
• Strategies
• Case Study 13
• A child who cannot accept losing a game (snakes and ladders)
• Possible reasons for this behaviour
• Strategies
• Case Study 14
• A child who cannot play by set rules
• Possible reasons for this behaviour
• Strategies
• Case Study 15
• A child who dislikes playing outside
• Possible reasons for this behaviour
• Strategies
• Case Study 16
• A child who always plays with one particular child
• Possible reasons for this behaviour
• Strategies
• Case Study 17
• A child whose play is repetitive
• Possible reasons for this behaviour
• Strategies
• Case Study 18
• A child who only engages in play if directed by an adult
• Possible reasons for this behaviour
• Strategies
• Case Study 19
• A child who always seeks out (holds the hand of) an adult during outside play sessions
• Possible reasons for this behaviour
• Strategies
• Case Study 20
• A child who becomes upset when faced with unfamiliar situations
• Possible reasons for this behaviour
• Strategies
• Case Study 21
• A child who always plays with ‘baby’ toys
• Possible reasons for this behaviour
• Strategies
• Case Study 22
• A child who becomes out of control and overexcited during boisterous activity
• Possible reasons for this behaviour
• Strategies
• Case Study 23
• A child who cannot wait for his/her turn
• Possible reasons for this behaviour
• Strategies
• Case Study 24
• A child who cannot adapt to the suggestions of others during games or activities
• Possible reasons for this behaviour
• Strategies
• Case Study 25
• A child who uses a lot of violence in play
• Possible reasons for this behaviour
• Strategies
• 3 Play skills
• Developing play skills
• Developing imaginative play
• Positive Play – a programme for children with poor social skills
• Setting up the programme
• A sample programme
• Week One
• Week Two
• Week Three
• Week Four
• Week Five
• Friends and family circle – explanation
• Friends and family circle – example
• Week Six
• Teddy bear climbing activity – explanation
• 4 Top tips for creating a challenging play environment
• Top tips for planning play
• Six things to do every time when planning and teaching
• Top tips for organising play
• Top tips for managing staff
• Top tips for using outdoor resources
• Top tips for organising equipment for outdoor play
• Top tips for observing behavior
• Appendix 1 Recording pack
• Appendix 2 Friends and family circle – blank
• Friends and family circle – blank
• Appendix 3 Teddy bear climbing frame activity – blank
• References
• Useful Addresses