Use of Child Centered Play Therapy Responses in a Child Care Setting The use of Child Center Play Therapy (CCPT) techniques by caregivers Joel H. Muro, Lilia can be effective in encouraging emotional and social development in Lamar Muro, Katherine children. Kensinger Rose, Lindsey Webster & Cassie Allen The communication process between care providers suaging children’s emotional reactions that may surface and children can, at times, be complex. Young children in a childcare setting. Ideally, the use of the responses typically lack the verbal language necessary for complex would strengthen the connection between adult and emotional expression. In this work, the authors contend child, allowing the provider to enter the world of the that using some basic child centered play therapy (CCPT) child. When early childhood educators and therapists techniques would be beneficial in enhancing communi- combine their expertise in the child care setting, envi- cative patterns in a childcare setting. The use of CCPT ronments that once were deemed frightening to children responses by caregivers can be effective in encouraging may become welcoming and reassuring. emotional and social development in children. Because Play therapy offers a unique opportunity for children child care providers spend a great deal of time with chil- to explore their feelings and problems through play, the dren, this approach may lead to a more nurturing and medium with which they are most comfortable. Play stable relationship than parents are able to provide. therapy is commonly offered in a therapeutic setting, Research conducted by the authors has indicated that but is infrequently found in childcare facilities, as many CCPT in a preschool, primary school, and a variety do not employ a play therapist. The authors contend of other settings with children can be beneficial to the care providers can also apply some basic principles when child (Stickley, V. Muro, J, & Blanco, P., 2013). When interacting with children. care providers, therapists, and parents work collabora- tively, the use of CCPT responses holds a great deal of potential. The frustrations that seem to exist, especially in emotionally charged situations between the child and care provider, may disappear altogether with the applica- CCPT can be a tion of many basic play therapy techniques. tool in generating In order to understand CCPT, a definition is in order. "Child-centered play therapy is a developmentally ap- communication. propriate, humanistic, nondirective approach for chil- dren that includes the use of toys and play-based materi- als to facilitate a broad range of verbal and non-verbal expression" (Blanco & Sheely-Moore, 2012, p.66). In Children who experience a positive relationship with addition, Landreth (2012) suggested that responses to teachers typically are more adjusted to school in com- children in play therapy should be conducted, "in a parison to those who have not. According to Sepulveda, way that communicates sensitivity, understanding, and Garza, and Morrison (2011) programs such as Head acceptance and conveys freedom and responsibility and Start have been established for at risk children with the is for many beginning play therapists like learning a main focus of preparing them for school. Head Start foreign language" (p. 211). instructors spend copious amounts of time with those CCPT responses may assist childcare providers in as- children who are enrolled. This gives them the Dimensions of Early Childhood Vol 45, No 2, 2017 13 Use of Child Centered Play Therapy Responses in a Child Care Setting Courtesy of Knollwood Preschool (Community Church), Burke, VA VA Burke, (Community Church), Courtesy of Knollwood Preschool Play equals work for young children. opportunity to provide a more noteworthy reduction in “internal- p. 53). As a child is able to use play consistent and nurturing relation- izing behavior problems” (p. 15). to act out his/her fear and anxiety ship than primary caretakers do Overall, research by Sepulveda et al. from abuse, he/she gains power over (Sepulveda et al., 2011). In work- (2011) suggested that teachers are repetitive behaviors that can be all ing with children from challenging more than able to learn therapeutic consuming. The child gains strength backgrounds, CCPT can be a tool in skills such as reflection of content, and confidence over a past history of generating communication. meaning and feeling(s) and that the hurt through the use of play. Most children do not have com- use of those skills results in a positive Children are given the opportunity plex verbal and reasoning skills change of behavior in children. to exhibit and overcome their fears (Wells, 1987; Bruner, 1981; Bloom, Research by Stubenbort, Don- through the use of play. Studies have 2002). It can be very difficult for a nelly and Cohen (2001) indicated repeatedly shown that play is the child to fully understand the range that when children can use play in preferred method of treatment with of emotions that accompanies dif- a structured environment such as a young children, and the outcome ficult life situations. According to classroom they are able to demon- is overwhelmingly rewarding for Sepulveda et al. (2011), “in such strate their concerns. A keen observ- both child and therapist. The use of cases, play therapy can be used in er may gain insight that he or she play therapy in the classroom can order to assist children in creating may not benefit as effectively other- be rewarding on many levels. Not responses to difficult experiences by wise. Furthermore, “play therapy is only does the child benefit through using a language that comes natural said to decrease internalizing behav- the use of play but also the teacher for them, play” (p. 13). They fur- iors, interrupt externalizing behav- and classmates do as well. Through thered that children with teachers iors, and address trauma-repetitive CCPT, a child is able to work trained in play therapy showed a behaviors” (Stubenbort et al, 2001 through maladaptive behaviors in a 14 Vol 45, No 2, 2017 Dimensions of Early Childhood Use of Child Centered Play Therapy Responses in a Child Care Setting safe environment, thereby increasing the child’s development. Childcare tives is easily accessible (Erikson, his or her social skills and adaptability. providers are among this group of 1950/1963; Piaget, 1962; Smilan- adults who are crucial to children. sky, 1990; Vygotsky, 2004). Most Industry vs. Inferiority Childcare providers are an impor- agree that the work of a child is tant component when considering play, and it is through hands-on how children learn, develop social manipulation of objects that they During the elementary years, Erik- interest, enhance goal setting, create master their environment. Piaget son (1950/1963) described the child a solid work ethic, form healthy rela- (1962) and Erikson (1950/1963) as one who “learns to win recogni- tionships, and build autonomy and both acknowledge the importance tion by producing things” (p. 259). self-esteem (Illig, 1998). of the child’s own body as the center According to Erikson, it is during of play. Piaget theorized about and this stage that children begin to The ability of caregivers to support investigated the importance of play evaluate themselves based on exter- children’s autonomy is an indicator to cognitive development. The idea nal standards set by others. Erikson of meeting the child’s psychologi- that a child’s behavior and thoughts stated, “The child’s danger, at this cal needs. This push for autonomy, are separate but connected through stage, lies in a sense of inadequacy while in a supportive environment, play is arguably his most important and inferiority” (p. 260). More sim- results in higher self-esteem and a hypothesis. Through meticulous ply stated, the developmental task of greater sense of identity (Coatsworth play observations, it is evident that the child during the elementary years & Conroy, 2009). play allows children to express their is to gain a feeling of productiveness inner desires, feelings, problems, and and acceptance for that produc- anxieties (Piaget, 1962). tiveness. Erikson stated, “We have pointed in the last section to the The work of a child danger threatening individual and Child-Centered society where the schoolchild begins is play. Play Therapy to feel that the color of his skin, the background of his parents, or the Child-centered therapy, derived fashion of his clothes rather than his from Carl Rogers’ (1951) theoretical wish and his will to learn will decide In an effort to help early childhood framework, is the approach many his worth…” (p. 260). Working educators foster positive develop- child centered counselors use with with children from an Eriksonian mental outcomes in children with children and adult clients. Virginia perspective requires that adults focus whom they work, we are advocat- Axline (1969/1982) utilized Rogers’ mostly on the “wish and the will” ing a new communicative model concepts to develop child-centered (p. 260) in providing children with for caregivers to accomplish goals play therapy (Axline, 1950; Ginott, feedback on their actions, behaviors, related to the fostering of emotional, 1961; Guerney, 1991; Landreth, and academic, creative, or athletic physical, and social development. By 2012; Moustakas, 1951; Ray, 2004; endeavors. This has important impli- integrating play therapy principles Rogers, 1951). cations for early childhood educators of unconditional positive regard and The relationship created in play