Children's Play–Work Occupation Continuum: Play-Based Occupational Therapy, Play Therapy and Playwork

Abstract

Introduction: Occupational therapists often use play-based approaches to facilitate children's occupational development and promote participation, for example, play-based occupational therapy, play therapy and playwork. However, where does play occupation fit, within these adult-guided play-based approaches in occupational therapy? Purpose: To examine and discuss the play–work occupation continuum of children to inform occupational therapy practice. Key Issues: Children's play occupations are free-selected, unstructured, internally-controlled, spontaneous and intrinsically-motivated. Yet, occupational therapists often utilize play as a therapeutic modality to support occupational development for occupations other than play. This use of play represents play-based work occupations as they are structured, externally-controlled, adult-guided, goal-focused and extrinsically-motivated. Play occupations then move from being authentic free-play to adult-guided play-based work occupations for children. Implications: When working with children and families, occupational therapists need to balance the use of self-selected, unstructured play occupations with the application of adult-guided, structured, goal-focused play-based work occupations.

Effects of Sensory Integration to Manage Behavior Problems of Children with Autism Spectrum Disorder

“…There is different explanation of play and its method one of the study explained that play is naturally innate and driven by emotions and imagination that made it unobstructed by the external environment or the real world 2 . Play is always considered as one of the modalities for learning, it is like reconnoiter for children to discover through trial and error 3 , indulge themselves in their own thought process mechanism and comprehend themselves and world around them 4 .The diversity in play is vivid and it is inarguably important in human development, it could be social, solitary, active engaging functional, constructive and reflective5. Initially it was considered that play is one of the best modes of learning and leisure in early childhood which is not necessary in all circumstances 4,5 .…”

“…Play is always considered as one of the modalities for learning, it is like reconnoiter for children to discover through trial and error 3 , indulge themselves in their own thought process mechanism and comprehend themselves and world around them 4 .The diversity in play is vivid and it is inarguably important in human development, it could be social, solitary, active engaging functional, constructive and reflective5. Initially it was considered that play is one of the best modes of learning and leisure in early childhood which is not necessary in all circumstances 4,5 . Over the period of time many researches have emphasizes on collaboration of play and education methodology to encourage effective learning in early childhood 6 .…”

Environmental Qualities That Enhance Outdoor Play in Community Playgrounds from the Perspective of Children with and without Disabilities: A Scoping Review

“…Other research considers play from different perspectives, particularly its use to foster physical activity, or social and motor development [3][4][5][6]. This instrumental view of play has been critically discussed by scholars from multiple disciplines, including play-work, education, and health professionals, such as occupational therapists [7][8][9][10][11], who emphasise moving beyond such a perspective [11] and taking a reflective stance on how professionals value and utilize play through practice and research [8,10]. Instead, in line with the GC 17, professionals have begun to move to the consideration of how to provide time and space for play as an important approach to ensuring the right to play is addressed.…”