Inspiring imaginative Play: For Kids who don't know how to play Presented by Vivienne Williams

1. Concurrent Session Two 11.35 – 12.35
Inspiring Imaginative Play
(for kids who don't know how to play)
presented by Vivienne Williams

2. By Vivienne Williams (OT)
viviennew@kidsmatters.com.au
Inspiring Imaginative Play
For Kids who don’t know how to play

3. • All kinds of play
• Why imaginative play?
• Signs showing a kid can’t play?
• What makes up imaginative play
• Recognising where a child is at and playing at the right level
• Top tips to overcome play challenges
Scope

4. • Unstructured play exploration
• Art/ fine motor
• Gross motor – climbing, playground
• Social play
• Imaginative play
Types of Play

5. • Enhances Language Development
• Sparks Creativity
• Enhances Social Skills
• Boosts Planning and Organizational Skills
• Increases Independence
• Allows for Self-Expression
• Enhances Story Telling Skills
• Helps Develop Life Skills
• Fosters Leadership Qualities
• Teaches Social Norms
• Precursor to solid literacy and written expression skills
http://mommyuniversitynj.com/2015/08/14/10-benefits-of-pretend-
and-imaginary-play/
10 Benefits of Pretend and Imaginary Play
August 14, 2015 by Jessica Lopa

6. Types of play
https://www.verywellfamily.com/types-of-play-2764587

7. Signs that a child can’t play
• Too rigid
• Too much in their own world
• Wants to do the same thing over and
over
• Can’t relate to the other kids
• Won’t share
• Lash out at others
• Too loud and boisterous

8. • Too rough
• Won’t look at peers or adults
• Won’t listen to another
• Speaks only about own interests
• Move toys around vs play with them
• Only like concrete toys like threading or kitchen play
• Very concrete. Can’t accept ‘non-real” items
• Can’t handle it if don’t win or things don’t go their way
Signs that a child can’t play
Why?

9. What makes up Imaginative Play
Based on the work by Karen Stagnetti (OT) in her
Learn to Play Program and Stanley Greenspan
and Serena Wieder in the DIR/ Floortime model.

10. Pre-Imaginative Play
• Sensory
• Manipulation
• Proprioception
• Movement
• Object Permanency
• Imitation
• Relating Objects

11. Pre-Imaginative Play
• When children have not mastered these pre-
cursors to imaginative play, we need to
facilitate this first.
• Children must be calm and regulated enough
to play
• E.g.. Some children with Autism

12. Functional Emotional
Developmental Levels (FEDLs)
Foundations of play
Image from http://www.kidspot.com.au
Based on the DIR/ Floortime model by Stanley Greenspan and Serena Wieder

13. - Good Health, nutrition, sleep
- Supportive nurturing environment & relationships
- Sensory processing
- Motor coordination, core stability and praxis
- Visual-spatial challenges
- Language
- Executive function
- Caregiver interaction styles
Foundations of play
Individual Differences
Image from: http://www.babydoc.com.au/category/blog-about-babies/infantsleep/ and http://sciencenordic.com/carrot-no-stick-healthy-child

14. Functional
Emotional
Developmental
Levels (FEDLs)

15. FEDL Stage 1: Shared attention/
regulation and interest in the world:
0-3 months
The ability to enter
into & sustain a
state of shared
attention with
another person and
stay focused,
organised and calm
e.g. pay attention
at group time
en.wikipedia.org650 × 605

16. FEDL Stage 2: Engagement and
Forming Relationships: 2-5 months
The ability to form
relationships &
attachments
and engage another
person with warmth
and pleasure.
(e.g. child becomes
aimless. angry or
withdrawn when stressed)
en.wikipedia.org650 × 605

17. FEDL Stage 3: Two-way Communication, Purposeful &
intentional interactions with gestures: 4-10 months
The ability to engage in
back and forth
affective signalling &
communication to
convey intentions,
interests and needs.
E.g.. Child can initiate
with another to keep a
game going.
https://capitalareaspeech.com/pediatrictherapyservices

18. FEDL Stage 4: Continuous Flow & Joint Social Problem
Solving/ Development of complex sense of self:
10-18 months
The ability to string
together many circles
of communication and
problem-solving to
keen an interaction or
game going for a long
period.
Child gets sense of "I
did it", "Look at what I
did".
https://capitalareaspeech.com/pediatrictherapyservices

19. FEDL Stage 5: Developing Emotional
Ideas and symbolic play : 18-30
monthsThe ability to create
mental representations
(symbols) in pretend
play and words to
convey emotional
intention.
• Emotions
• Imagination vs.
Representation
• Language
Eg. I feel sad, I'm a doctor
Image Source: http://ingridteachingpracticumone.blogspot.com.au/2013/08/case-of-study-video.html

20. FEDL Stage 6: Building Bridges between
ideas/Emotional and Logical Thinking: 30-42 months
The ability to make
connections between
emotional ideas and
differentiate reality and
fantasy.
Bridging ideas in play into a
logical flow.
Modulating impulses and
mood and learning to
concentrate and plan.
Image Source: http://ingridteachingpracticumone.blogspot.com.au/2013/08/case-of-study-video.html

21. FEDL Stage 7-9: Rational Thinking
Level 7: Multicausal and Triangular thinking – 3 person system,
interested in world – death, where did I come from etc.
Level 8: Comparative and Gray Area thinking – shades of grey –
feeling and little or a lot, where falls on the social ladder, see
consequences of behaviour
Level 9: Reflective Thinking/ Growing Sense of Self/ Stable
internal standard – internalized values and sense of self –
e.g. Sally was mean to me because she's having a bad day
but I'm still a good person.
Image Source: http://ingridteachingpracticumone.blogspot.com.au/2013/08/case-of-study-video.html

22. Functional Emotional
Developmental Levels
(FEDLs)
Unstable base

23. Functional
Emotional
Developmental
Levels (FEDLs)

24. FEDL5: Imaginative play and symbolic
thinking (Karen Stagnetti)
• Play themes
• Sequences of play actions
• Object Substitution
• Social Interaction
• Role Play
• Doll Teddy Play
Where is a
child at?

25. Playing at the right level
• Delays in play usually mean delays in social skills
and literacy

26. Play Themes (0-35 months)
• 18 months - themes are related to the child’s
body such as sleeping and eating
• 20-23 months - themes reflect daily activities in
the home such as feeding a dolly
• 24-30 months - themes reflect daily life in and
out of the home such as fixing the car and
shopping
• 30-35 months - themes reflect less frequently
experienced life events such as doctors

27. • 36-47 months – Themes expand beyond
personal experience, such as fire officer,
rescuing people
• 4 years – Themes expand beyond personal
experiences but now includes sub-plots, for
example, home corner play
• 5 years – Themes include those never personally
experienced, such as space craft, pirates
Play Themes (36 - 60 months)

28. Sequences of Play Actions
(0-35 months)
• 0-12 months - Imaginative play actions are absent or
random.
• 18 months –One simple imaginative action is used in
play.
• 20-23 months – The child sequences two or three
similar actions. Actions are illogical.
• 24-30 months – Play actions are simple, sequential
and logical.
• 30-35 months - Play actions are detailed and logical
with no planned story – line.

29. • 36-42 months - Multiple play actions occur in a
logical sequence.
• 42-47 months – A play strategy is present
• 4 years – A pre-planned storyline with complex
sequences and sub-plots occur in play
• 5 years – Play is pre-planned and organised with
complex sequences and sub-plots
Sequences of Play Actions
(36-60 months)

30. Object Substitution
(0-35 months)
• 0-12 months – The child manipulates and explores
objects
• 18 months – The child relates objects functionally,
such as placing a spoon in a cup.
• 20-23 months – A similar looking object is used for
the needed object, such as paper as a blanket.
• 24-30 months –Inanimate objects are used, such
as a box as a table or car.
• 30-35 months – The same inanimate object used
for two or more functions.

31. • 36-42 months –Blocks used to build a wall.
Inanimate objects are used for many functions.
• 42-47 months – Body parts used as objects.
Imaginary objects start to be referred to in play.
• 4 years – Objects with a distinct function can be
used in substitution, such as a hat for a boat.
• 5 years – Language is used to describe an object
and it’s function. Imaginary objects can be used
fluently.
Object Substitution
(36-60 months)

32. Social Interaction (0-35 months)
• 0-12 months – Child imitates adult’s actions.
• 18 months – Child imitates a pretend play
action such as giving a drink
• 20-23 months – Child imitates an adult using an
object
• 24-30 months – Child asks the adult for objects
needed in play. Play is alongside other children.
• 30-35 months – Child imitates another child.
Play is beside other children.

33. Social Interaction (36-60 months)
• 36-47 months – Child plays in association with
other children, such as playing the same activity
beside another child. There is little negotiation.
• 4 years – Child co-operates and negotiates
during play.
• 5 years – Child co-operates and negotiates
during play. Play is well organized.

34. Role Play (0-35 months)
• 0-12 months – Child imitates an adult’s action.
• 18 – 23 months – Child role plays simple actions
previously seen.
• 24-30 months – Child imitates another child.
• 30-35 months – Child indicates role playing
someone else, but only for a short time.

35. Role Play (36-60 months)
• 36-47 months – Role play is fluid.
• 4 years – Child plays several roles during one
play session.
• 5 years – Child maintains the same role
throughout a play session.

36. Doll/ Teddy play (0-30 months)
• 0-12 months – Child places the doll with head
upright and vertical to the ground.
• 18 months – Child spontaneously performs one
action with doll such as hugging the doll.
• 20-23 months – Child may place a doll in a chair or
relate several actions to the doll or a truck.
• 24-30 months – More attention given to the doll,
such as a cup being placed in the doll’s arm as if the
doll is drinking. The child may try to sit on the child’s
furniture.

37. Doll/ Teddy play (30-47 months)
• 30-35 months – Child wakes the doll. Child can
place an abstract doll such as a plastic / wooden
type doll with precision.
• 36-42 months – The doll is very active. A doll’s
house can be fully utilised.
• 42-47 months – The doll is very active. A doll’s
house can be fully utilised. Characteristics begin
to be attributed to the doll.

38. Doll/ Teddy play (4-5 years)
• 4 years – The doll has a character of its own.
• 5 years – The doll has a character of it’s own.
The child uses language to talk about the doll’s
activities.

39. Recognising where a child is at and
playing at the right level
Teaching play skills and scripts does not make
the emotional connection needed for true play
that arises from within.
Meet child where they are at and he/ she will
come forward.
Go too high and the gap is too wide.

40. Strategies at all levels
• Meet the child where they
are at – e.g. sleeping/
eating, superheros etc
• Enrich at their level. Teach
and model skills at level.
Then wait for their ideas to
come. Support them to
carry them out.
• Wait
• Don’t take over
• Follow child’s lead
https://littleduckies.wordpress.com/tag/adolescence/

41. Strategies at all levels
• Repeat each play
teaching/ interaction
3 x
• Pace and Lead
• Avoid too many
questions. Avoid
talking too much
https://littleduckies.wordpress.com/tag/adolescence/

42. Strategies at all levels
• Broaden the child’s range of
interactive experiences -
thematic and emotional
range and processing and
motor capacities used in
interaction
• Tailor your interactions to
the child’s individual
differences
• Simultaneously attempt to
mobilise the 6 FEDLs
https://littleduckies.wordpress.com/tag/adolescence/

43. More tips to facilitate play – FEDLs 1-6
• Supportive use of self (affect, gestures,
warmth)
• Slow down - Move more slowly to give extra
time to process information
• Exaggerate facial expression and gestures to
be easier to read (e.g. Thomas)
• Check arousal level and support to become
Just Right
• Cut down own language- only use as many
words as child uses (except very verbal/
Asperger's/ ASD type)

44. Note for FEDLs 7-9
Questioning and reasoning are important here
to support the development of skills.

45. Ideas to increase imaginative play
Lower level games: engagement
• Peek a boo with another object
• Doll throwing ball
• Use of a cup and spoon – 1 action
• Doll to bed with real toys, no substitution –
doll wakes up, put to bed.

46. Next level complexity - imaginative
play
• Doll drink, caregiver drink, child drink
(pretend)
• Doll to bed on a blanket (no capsule), lying on
side, snoring

47. Increasing complexity - imaginative
play
• Doll having breakfast with a
box as a table (20 months)
• Do cooking on stove with food
as playdough, serving to
parent
• Pet shop (adding characters),
paper as money and being
shop keeper.

48. Fictional Story telling
• Teddy as superhero with tea towel as cape
• Box as train or bus with tickets and going
somewhere
• Put blanket over shape because windy or rock a
chair because the road is bumpy
• Fire station – from phone
call, putting out fire and
returning (3 years)
• Car mat

49. Questions?

50. Lots of helpful information
is on our website:
www.kidsmatters.com.au
Ph: 3392 6133

51. Profectum Basic Course (2014)
http://www.profectum.org/site/c.8gLNK0MFLkIYF/b.8011017/k.6417/Training
__Certification.htm
Interdisciplinary Council on Development and Learning (ICDL)
Basic Course (2013)
Online ICDL podcasts
www.icdl.com
Greenspan, S.I. &Wieder, S (2009) Engaging Autism: Using the Floortime
Approach to Help Children Relate, Communicate, and Think. Da Capo Press
Greenspan, S.I. & Wieder, S (1998) The Child with Special Needs: Encouraging
Intellectual and Emotional Growth. Da Capo Press
References

52. • Ayers, J.A. (2005) Sensory Integration and the Child: Understanding Hidden Sensory
Challenges, Western Psychological Services: USA
• Canadian Association of Occupational Therapists (1997) Enabling Occupation: An
Occupational Therapy Perspective, CAOT Publications: Ottawa.
• Dpt of Health and Community Services. Learning Through the Senses Resource Manual:
The Impact of Sensory Processing in the Classroom, Northern Territory Government.
• Kranowitz, C. S. (1998) The Out-of-Sync Child, Skylight Press: New York.
• Williams, M. S. & Shellenberger, S. ( 1996) “How does your engine run?”: A Leaders
Guide to The Alert Program for Self-Regulation, Therapy Works Inc.: Albuquerque.
• Stagnetti, K (1998) Learn to Play: A practical program to develop a child’s Imaginative
Play Skills. Co-ordinates Publications: West Brunswick, Victoria
References