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Play Therapy and Children with Intellectual Disability SHANLAX International Journal of Education s han lax # S I N C E 1 9 9 0 Play Therapy and Children with OPEN ACCESS Intellectual Disability Volume: 8 D.Rathnakumar Assistant Professor, Department of Special Education Issue: 2 C.S.I. College of Education, Madurai, Tamil Nadu, India Abstract Month: March We are witnessing tremendous changes day by day in the educational field, and new avenues of knowledge are opened up almost daily. Innovations in behavioral psychology and educational Year: 2020 technology would certainly balance the disparity in learning that arises due to physical, economic, and social factors. There is an ability within every child, and the potential for the education of the disabled children should be realized and recognized. The ability to play is one of the principal P-ISSN: 2320-2653 criteria for mental health. The teaching and learning processes have been dramatically altered by the convergence of varieties of technological, instructional, and pedagogical developments in recent times. E-ISSN: 2582-1334 Keywords: Right to Education, Behavioral Psychology, Disabled Children, Play and Mental Health, Types of Play, Play Therapy, Intellectual Disability, Individual Differences Received: 11.01.2020 Introduction Accepted: 13.02.2020 Children with special educational, have a right to an education. Education should be about enabling all children to live full lives. They can contribute Published: 01.03.2020 to and cooperate with other people. They continue to learn throughout their lives. Education should help children to develop the following qualities such Citation: as – spiritual, moral, cognitive, emotional, imaginative, aesthetic, social, and Rathnakumar, D. “Play physical. Therapy and Children with We are witnessing tremendous changes day by day in the educational field, Intellectual Disability.” and new avenues of knowledge are opened up almost daily. With the new Shanlax International millennium being an era of ever-growing sophisticated tools for learning, there Journal of Education, is development in the system of education at all levels of teaching and learning vol. 8, no. 2, 2020, processes. Innovations in behavioral psychology and educational technology pp. 35–42. would certainly balance the disparity in learning that arises due to physical, economic, and social factors. It is the right every individual to get educated, DOI: and hence it is the duty of the educationists to make the utmost advantage of the https://doi.org/10.34293/ existing powerful tools to impart education. education.v8i2.2299 The phenomenon of learning, that is the act of acquisition of knowledge, skills, and attitudes, is fundamental to a person’s development. And learning is defined as a relatively permanent human behavior. Learning is individual to a learner. It takes place with one’s motivation and interest. One may learn This work is licensed by oneself through various sources of learning. Play is one of the needed under a Creative Commons environments to be provided children with intellectual disabilities for their Attribution-ShareAlike 4.0 overall development that includes mind, body, and spirit. There is an ability International License within every child, and the potential for the education of the disabled children should be realized and recognized. Opportunities should be provided to the disabled for quality Arithmetic skills to improve their abilities through various sources of learning, including Play activities. http://www.shanlaxjournals.com 35 SHANLAX s han lax International Journal of Education # S I N C E 1 9 9 0 “When kids play, they remember. They are aware • Play is pleasurable, and enjoyable they are having fun. When you have a good belly, • Play has no goal imposed on it from the outside laugh with your siblings or parents or friends that • Play is spontaneous and voluntary stay with you. And the great thing comes naturally... • Play involves some active engagement on the we only let it.”- Rebecca Krook. part of the player “The ability to play is one of the principal criteria of mental health.” - Joan Almon. Stages of Play (Chandler, 1997) outlined 6 stages of play that Play may help define a child’s play. Play is an instinct of the children. Play includes • Unoccupied Play This stage of play involves spontaneity, intrinsic motivation, and pleasure. random activity. Many educators would argue It also covered free, joyous qualities, and self- that the name is a misnomer as the child is direction. Most educators and parents agree that usually far from “unoccupied.” play is one of the most important phenomena of • On looker Play This stage involves watching childhood occupation (Chandler, 1997; Mussel other children but not becoming directly white, 1989). Play allows a child to access and involved in play or interaction with these other explore his world. Play develops the skills which children. expand child’s physical, cognitive, and emotional • Solitary Play This play involves playing with abilities. It has been effectively used for teaching. one’s toys. While playing pupils recognize their own needs, • Parallel Play This stage involves independent they help in planning activity, accept guidance, and play near-peers. set up their own goals. Through their cooperation • Associative Play This play involves the and participation, the maximum amount of learning engagement of a group of children in a mutual results. Learning becomes real, and interesting activity; although there is not a common goal. children can adjust themselves to individual needs. • Cooperative Play This stage of play involves The learning process becomes interesting. The a division of labor among children to reach atmosphere gets more free and informal. Children a common goal. Cooperation in play is an become familiar with the atmosphere. Play helps achievement in itself among young children. in developing desirable attitudes and skills. It gives confidence to learners. Nevertheless, the play has a Play Types few attributes: Hughes, B. (2002) reports that there are 1) it is voluntary and intrinsically motivating, acknowledged to be several different play types that is, it is pleasurable for its own sake and is not dependent on external rewards; 2) it involves some Types of Play level of active, often physical, engagement; and • Physical play this play is identified with 3) it is distinct from another behavior by having a an emphasis on physical or sensorimotor make-believe quality (Blanchard & Cheska, 1985; components. It is usually very social, boisterous, Csikszentmihalyi, 1990; Pellegrini, 1995; Pellegrini and involves activity. Examples of physical play & Smith, 1993) Play is a diverse and complex include tickling, tug of war, hide and seek, and behavior that is viewed as central to the normal swinging on swings. development of children (Jordan and Libby, 1997). • Manipulative or Constructive Play This play However, it is very difficult to come to a concise emphasizes an attempt to manipulate objects definition of what is meant by play. Dictionaries vary and components of a child’s environment. Toys in the definitions they offer. Most, however, seem can include rattles, puzzles, “legos” and shape to imply some fun, a way of entertaining oneself. sorters Garvey (1977) expands on this, listing play as having • Symbolic Play, This type of play, involves the the following characteristics: manipulation of reality versus the manipulation 36 http://www.shanlaxjournals.com SHANLAX International Journal of Education s han lax # S I N C E 1 9 9 0 of objects (although toys and other objects may and seek, tree climbing. be used). Most typically, such play involves a • Deep Play - play which allows the child “deliberate misrepresentation of reality, as in to encounter risky or even potentially life- pretending to eat a non-existent cookie or using threatening experiences, to develop survival a block as if it were a truck.” (Musselwhite, skills and conquer fear E. g.light fires with 1986). matches, make weapons, conquer fear such as • Games This type of play most often involves heights snakes and creepy crawlies Some find activities that are regulated or governed by strength they never knew they had to climb games or rules. These can include card games obstacles, lift large objects, etc.g leaping onto or board games as well as more active games aerial runway, riding a bike on a parapet, such as hide and seek. This type of play is often balancing on a high beam, roller skating, assault important in that it can teach important skills course, high jump. such as turn-taking and cause and effect. • Exploratory Play - play to access factual • Rough and Tumble Play – close encounter information consisting of manipulative play, which is less to do with fighting and more behaviors such as handling, throwing, banging, to do with touching, tickling, gauging relative or mouthing objects, e.g., engaging with an strength. Discovering physical flexibility and object or area and, either by manipulation or the exhilaration of display. This type of play movement assessing its properties, possibilities allows children to participate in physical contact and content, such as stacking bricks. that doesn’t involved or result in someone being • Imaginative Play - play where the conventional hurt. This type of p1oy can use up lots of energy. rules, which govern the physical world, do not Socio-dramatic Play - the enactment of real and apply. E.g., imagining you are ..., or pretending potential experiences of an intense personal, to be a tree or ship, or patting a dog, which isn’t social, domestic, or interpersonal nature, e.g., there. playing at house, going to the shops, being • Mastery Play - control of the physical and mothers and fathers, organizing a meal or even affective ingredients of the environments. E.g., having a row. digging holes, changing the course of streams, • Social Play - Play, during which the rules and constructing shelters, building fires. criteria for social engagement and interaction • Role Play - play exploring ways of being, can be revealed, explored, and amended.
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