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35 Cards in this Set
- Front
- Back
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Play |
child's primary occupation |
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observable behavoir |
play |
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contextual elements of play |
array of familiar peers, toys, or other materials interesting to the child; agreement between adult and child that child is free to choose; adult behavior minimally directive; atmosphere of comfort and safety; scheduling that reduces likelihood of child being tired |
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Piaget |
actually studied intellectual development |
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taxonomy by Piaget |
practice games- for the pure fun of it/sensorimotor play; symbolic play- child feeding doll with pretend food, significant milestone in cognitive development; games and rules-rules that are socially constructed and abided by |
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example of games with rules |
dodgeball, kick the can, hide and seek |
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functional play |
infant uses object in functional relevant way in relationship to his or her own body |
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historical perspective |
play used to be central OT focus "play lady" |
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Mary Reilly |
credited with bringing back play with occupational behavior framework- linked play and work (developmental) |
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Loree Primeau |
studied parent-child play in context of daily routines |
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under patterns of play what emerged |
segregation and inclusion |
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Parten and Rubin |
types of play: unoccupied, solitary play, onlooker play, parallel play, associative play, cooperative play |
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Loree Primeau |
parent child play in context of daily routines- segregation and inclusion |
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meaningful occupation that people engage in throughout their lives |
play is a |
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characteristics of play |
intrinsic motivation, focus on the means not the end, organism centered not object centered, relation to instrumental behaviors, freedom from externally imposed rules, active engagement |
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play is considered... |
an expression of cognitive processes |
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piaget taxometry |
practice games, symbolic play, games with rules |
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Anita Bundy |
test of playfulness |
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play activities |
seen as a process rather than product |
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model of playfulness |
operationalizes play - based on 3 elements |
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parts of models of playfulness |
intrinsic motivation, suspension of reality, internal focus of control |
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occupational behavior model |
Mary Reilly |
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practice games |
pure pleasure; sensorimotor play |
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symbolic play |
an example is child feeding doll with pretend food |
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games with rules |
kick the can, hide and seek |
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surplus energy |
classical theory of play where play is predominant in younger members of species; play is a result of excess energy |
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recreation or relaxation |
play derives from deprivation of energy; play replenishes energy |
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pre-exercise |
play that energizes; from instinct; in preparation for serious use in the future |
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six categories of intervention OT's might suggest |
process of play, people engaging in play, environment where play takes place, materials used in play, symbolic nature of play, cognitive and physical aspects of play |
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play as observable behavior; five contextual elements |
an array of familiar peers, toys or other materials interesting to the child; an agreement between child and adult that child is free to choose, adult behavior minimally directive, atmosphere of comfort and safety, scheduling that reduces likelihood of child being tired |
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four stages to enhance play |
becoming familiar with the family, observing the child with a disability within the family context, information about the environment of the family, matching the info about the family and the child with disabilities |
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play as it relates to the family |
play is influenced by family values and culture, play is also influenced by the physical environment, parents have additional responsibilities that may take away time from family play, developing and enjoying activities together leads to family cohesion |
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Test of Playfulness (TOP) |
Anita Bundy |
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Three elements of playfulness |
intrinsic motivation, suspension of reality, internal locus of support |
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child with disability- integrating into family play |
play is strongly influenced by the environment, children with disability do not have same access to play, children develop social skills through interaction with other children, children with disabilities may lack this opportunity, child with disabilities may have a strong influence on family play |
