{"id":32716,"date":"2025-02-13T12:04:16","date_gmt":"2025-02-13T12:04:16","guid":{"rendered":"https:\/\/www.seeachsod.org\/?post_type=articles&#038;p=32716"},"modified":"2025-02-13T12:05:15","modified_gmt":"2025-02-13T12:05:15","slug":"playing-as-springboard-for-progress","status":"publish","type":"articles","link":"https:\/\/www.seeachsod.org\/en\/articles\/playing-as-springboard-for-progress\/","title":{"rendered":"Playing as Springboard for Progress"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"32716\" class=\"elementor elementor-32716\" data-elementor-post-type=\"articles\">\n\t\t\t\t<div class=\"elementor-element elementor-element-711c53fe dir-ltr e-flex e-con-boxed e-con e-parent\" data-id=\"711c53fe\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3598e4d8 elementor-widget elementor-widget-eael-breadcrumbs\" data-id=\"3598e4d8\" data-element_type=\"widget\" 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data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><strong>It\u2019s Not \u201cJust\u201d Child\u2019s Play!<\/strong><\/p><p><strong>Using playtime as a tool to develop language and communication<\/strong><\/p><p><strong>By: E. Daniel, Music Therapist at Ganei Eshkol, Seeach Sod<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-36be1799 body-font mb-0 elementor-widget elementor-widget-text-editor\" data-id=\"36be1799\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><strong>Can I Join the Game?<\/strong><\/p><p>A group of toddlers sat in a circle during a music therapy session. In the middle of the circle, there was a basket containing various percussion instruments. The toddlers each came up to the basket, chose an item and beat out a drumming rhythm with it. My son (a developmentally delayed toddler) reached into the basket and chose several items: a box, a bowl and a stick. The music therapist and the other staff members looked on curiously waiting to see what kind of sounds my son would produce. But my son didn\u2019t drum. With a look of intense concentration on his face, he arranged the items in an interesting and organized formation. The \u201cgame\u201d that my son had innovated elicited much excitement among the staff members. By playing a game, my son had revealed creativity and self-initiative, expressed his inner \u201cI\u201d, and most importantly, he had improvised a \u201cgame\u201d that suited him exclusively. (Just as a reminder, my son is developmentally delayed and rarely displays enterprising skill.) While the original goal set down by the therapist wasn\u2019t actually fulfilled, this play session nevertheless served as an opportunity to reach achievements previously thought to be a distant reality.<\/p><p>\u00a0<\/p><p>In order to understand the significance of free play, we need to first have a better understanding of how playtime impacts a child\u2019s general development.<\/p><p>\u00a0<\/p><p><strong>It\u2019s Not Just Child\u2019s Play!<\/strong><\/p><p>Many adults mistakenly view playing as a pointless activity in which a child engages during his free time. A psychoanalyst by the name of Wincott says that playing should be viewed as a child\u2019s \u201cwork\u201d. This juvenile \u201cjob\u201d involves a great deal of thought and spurs emotional, social, cognitive, and language development. (It should be noted that \u201cplaying\u201d doesn\u2019t only mean playing with a tangible object but includes any form of enterprising or imaginative play.) The playing process expresses the child\u2019s interaction with the world around him.<\/p><p>\u00a0<\/p><p>Playing provides an opportunity for creativity, spontaneity and enjoyment for children and adults alike. In fact, playtime can be a yardstick by which to measure a child\u2019s emotional health. According to Jean Piaget, a developmental psychologist: a child\u2019s playing abilities develop in tandem with his cognitive development. For example, at fifteen months old a child learns how to point to objects that he wants. This ability encompasses cognitive development \u2013 the ability to signal his choices, as well as emotional development \u2013 the child learns that he can impact the world around him and his inner \u201cI\u201d is developed. These achievements help the child fine-tune his playing skills and he starts using his imagination (pretending to be eating or sleeping, mimicking real-life activities through a doll etc.) Social interaction is also a vital feature in the ability to engage in imaginary and role-playing games.<\/p><p>\u00a0<\/p><p>When a young child engages in play, he discovers new things, masters new skills, improves his problem-solving ability, and expresses hidden emotions. Playing also serves as an opportunity to enhance the child\u2019s assertiveness, his motor skills and his language usage.<\/p><p>\u00a0<\/p><p><strong>Playtime as Springboard for Progress<\/strong><\/p><p>Now that we know that playing serves as a valuable tool in a child\u2019s development, we can use it as a springboard for the child\u2019s continued progress. According to Wincott\u2019s method, an adult should be there with the child in order to broaden and enrich his intellectual sphere through the game that he is engaged in.<\/p><p>\u00a0<\/p><p>The adult can participate in the game in various ways (changing his voice, adding humor, filling a role) in order to get the child to cooperate and play along with him. Often, the child will say or do something that opens the door to the adult\u2019s interaction. All we have to do is to be aware of these signals and respond to the \u201cinvitations\u201d.<\/p><p>\u00a0<\/p><p>When a child initiates a game or shows interest in a particular object or action, he is tapping into his inner \u201cI\u201d, his emotional DNA which shapes his thoughts, feelings and preferences. By showing interest in his game, the adult will provide an outlet for the child\u2019s creative expression, thus enriching his world. It\u2019s important to note that the child should be his own boss and steer the play session to his liking. What we, as adults, need to do, is observe from the sideline and see how we can fall into step with his game. Our intervention will open up new windows for him and zoom in on his capabilities and character traits. For example: If a child is drumming on an object, we can join him along and watch for his reaction. Or we can try to interrupt him by placing our hand on the surface of his drumming and see how he will react. The child\u2019s response will tell us a lot about his ability to cope with and overcome challenges.<\/p><p>\u00a0<\/p><p><strong>Case in Point<\/strong><\/p><p>Yossi, a three years old boy who was born prematurely and is developmentally delayed, has a tendency to hide behind chairs and other hiding spots in his classroom. Once, when his therapist walked into his classroom, she asked him for permission to join him in his hiding place. He gave his consent and they hid together behind a chair. The therapist turned to Yossi and said: \u201cIt\u2019s nice hiding here, isn\u2019t it?\u201d Yossi answered: \u201cYes.\u201d \u201cSo what are we going to do here?\u201d she asked him. \u201cLet\u2019s eat,\u201d was Yossi\u2019s reply. They pretended to be eating for a few minutes and then, Yossi announced in a commander-like voice: \u201cOkay, now we can leave the house!\u201d Yossi was expressing his need to exercise control over \u201chis\u201d territory. This short play session was an extraordinary milestone; it was the first time Yossi used abstract language and engaged in imaginary play.<\/p><p>\u00a0<\/p><p>This is an example of how an adult intervened in a child\u2019s \u201cgame\u201d in order to achieve therapeutic goals.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false},"article-category":[121],"class_list":["post-32716","articles","type-articles","status-publish","hentry","article-category-approaches-and-methods"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.9 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Playing as Springboard for Progress - \u05e9\u05d9\u05d7 \u05e1\u05d5\u05d3 - \u05d3\u05e3 \u05d4\u05d1\u05d9\u05ea<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.seeachsod.org\/en\/articles\/playing-as-springboard-for-progress\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Playing as Springboard for Progress - \u05e9\u05d9\u05d7 \u05e1\u05d5\u05d3 - \u05d3\u05e3 \u05d4\u05d1\u05d9\u05ea\" \/>\n<meta property=\"og:description\" content=\"\u05de\u05d0\u05de\u05e8\u05d9\u05dd Receive updates from Seeach Sod It\u2019s Not \u201cJust\u201d Child\u2019s Play! Using playtime as a tool to develop language and communication By: E. Daniel, Music Therapist at Ganei Eshkol, Seeach Sod Can I Join the Game? A group of toddlers sat in a circle during a music therapy session. 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