Why play?

When we observe the play of children, we are invited into their world of experiences. Play provides a place for exploration—with the body and the mind. Play offers a place of safety and connection. Play allows for opportunities to practice regulation of emotion and regulation of action, and behavior.

In our occupational therapy practice, just as we began to observe and hear specific social emotional experiences reported within each sensory processing domain, we started to observe specific social emotional play themes in the play of children within each way of processing sensory motor experiences. Common play themes are as follows: Playful ways of being brave, strong, and helpful are most often observed in children with postural weakness. Play related to security, control, protection, and power is most often observed in children who experience sensory over-responsivity. Play related to connection and exploration is most often observed in children who experience sensory underresponsivity. Experimentation play is most often observed in children who experience difficulty discriminating sensory input. Lastly, construction and destruction, as well as play that includes characters who are confident and persistent, occurs mostly in children with Dyspraxia.

Research tells us that within the safety of play, children explore different ways of being—acting and feeling. By carrying out these emotional play themes through the use of intentional toys and affect, the child engages in lived experiences that simultaneously support both the sensory and emotional aspects of these dynamic profiles.

Once your child explores these new ways of being – acting and feeling – in play you will be guided in ways to incorporate these strategies into daily living situations, such as getting dressed, getting ready for school, getting ready for bed, etc.

For more information on the importance of play, please click the links below.