| Play Levels Of Social Interaction In Speech And | | | | activities. |
| Language Therapy | | | | Importance Of Play In Speech Therapy |
| There are different levels of play used in the | | | | Play has a very important role in speech therapy. |
| assessment of children's speech and language. | | | | It is actually one way that speech therapy can be |
| These levels are used to measure children's play | | | | conveyed, especially if the one undergoing |
| skills. However, there are also play levels of social | | | | therapy is a child. |
| interaction that can give a general overview of | | | | What's Play Got To Do With It? |
| the child's play skills. | | | | Play isn't just used during the therapy proper. In |
| In general, there are six play levels of social | | | | fact, play is already used during the initial phases |
| interaction that children go through respectively. | | | | of assessment. Kids can be very choosy with |
| Each level becomes more complex than the | | | | people that they interact with, so seeing a |
| previous one, and requires more communication | | | | therapist for the first time doesn't promise an |
| and language skills than the other. | | | | instant click. Rapport has to be established first, |
| Unoccupied Play | | | | and this is usually done through play. |
| The first level of play is unoccupied play. In this | | | | Benefits Of Play |
| kind of play, the child may seem like he is simply | | | | Other than using it as a tool to establish rapport, |
| sitting quietly in one corner but actually is finding | | | | play also gives a lot of benefits. First off, it gives |
| simple things that he sees around him to be | | | | an over view of the child's skills, whether it be |
| rather amusing. A typical adult may not notice | | | | their abilities or limitations. |
| that what the child is doing is already considered | | | | Then, therapy wise, play can be used to make a |
| to be play, unless they observe meticulously. | | | | child cooperate with whatever exercises a |
| The child may just be standing and fidgeting at | | | | therapist has lined up for him/her. Since play |
| times, but this could already be unoccupied play at | | | | doesn't put much pressure on a child, he/she |
| work. | | | | would likely cooperate to do the exercises and |
| Onlooker Play | | | | not know that what he/she is doing is already |
| The second level is onlooker play. In this level, the | | | | called therapy. |
| child watches other children play but doesn't | | | | When the child is more relaxed, he can be at a |
| engage in play himself. This is when children learn | | | | more natural state. If a child is at his more natural |
| to observe others. Such play level can show a | | | | state, then his skills could show more naturally. |
| child's attention and awareness skills. | | | | Thus, this would be a benefit on the therapist's |
| Solitary Play | | | | part, since the therapist could get a more |
| The third level is solitary play where the child | | | | comprehensive assessment of the child's skills. |
| plays by himself and doesn't intend to play with | | | | Play could also make therapy more fun and less |
| anyone else. This level shows an outright | | | | scary. Since play is an activity to be enjoyed, the |
| manifestation that the child do have play skills, | | | | child would not get bored with monotonous |
| only that it is still at a level that no interaction is | | | | therapy activities that seem like chores, rather |
| required. | | | | than activities. |
| A child can be at this level when he is already able | | | | Play As A Skill |
| to play functionally with an object, can play by | | | | In fact, play is considered to be a skill itself, |
| himself up to fifteen minutes, and is able to follow | | | | because it is a natural activity that children do. If a |
| simple play routines. | | | | child doesn't play, then there must be something |
| Parallel Play | | | | wrong with him, most probably with his Inner |
| The fourth one is parallel play. This level | | | | Language skills. This is because; play is a |
| characterizes children who play side by side but | | | | representation of a child's inner language. This is |
| don't communicate with each other. Neither do | | | | just one of the many reasons why play is |
| they share toys. It is said to serve as a transition | | | | important. |
| from solitary play to group play and is at its peak | | | | It actually has a domino effect, if you look at the |
| around the age of four years. | | | | bigger picture. Play is needed to have Inner |
| A child is said to be in this stage when he is able | | | | language, which is in turn needed to have |
| to play alone, but the activity he is doing is similar | | | | Receptive language that is a prerequisite of |
| with the play activity that other children beside | | | | Expressive language. Thus, if a child has no play |
| him are engaging in. The child also doesn't try to | | | | abilities, then his whole language system may be |
| modify or influence the play of other children | | | | affected. |
| around him. Here, the child is playing ‘beside' | | | | Play And Cognition |
| rather than ‘with' the other kids in the area. | | | | Play is also a basis of a child's cognition skills. The |
| Associative Play | | | | more developed a child's play skills are, the higher |
| Next is the associative play. This is where the | | | | the probability that his cognition skills would be at |
| children still don't play with each other but are | | | | a fair state. However, play and condition are not |
| already sharing the toys that they are playing | | | | the same. Play is more likely a prerequisite or a |
| with. This level shows the child's awareness of | | | | co-requisite of cognition. |
| other children, although there is no direct | | | | What Parents Have To Say |
| communication between them, other than the | | | | Unfortunately, most parents may have a negative |
| sharing of toys and the occasional asking of | | | | impression when they see the therapist playing |
| questions. | | | | with their child. Initially, parents get surprised and |
| Their play session doesn't involve role taking and | | | | shocked that they paid a very valuable amount |
| has no organizational structure yet. The child still | | | | for therapy, only to find out that their child would |
| carries on the way he wants to play, regardless | | | | only be playing. |
| of what the other children around him are doing. | | | | That's why it is very important for therapists to |
| Cooperative Play | | | | explain the procedures that they are going to do |
| The last level is cooperative play. This is the final | | | | with the child to the parents. To make the |
| stage wherein the children are already playing | | | | session more interesting, the therapist could also |
| together, sharing toys and communicating with | | | | include the parent/s in the play session with the |
| each other. | | | | child. |
| This level usually happens at about the age of five | | | | In this way, the child would definitely think that it |
| or six, where children engage into group games | | | | is a play session. Additionally, the parent can also |
| and other highly structured play activities. | | | | do the play activity at home with the child. Doing |
| These levels can be utilized by the therapist as a | | | | this, could serve to be practice of the targeted |
| guide when it comes to the interactions that he | | | | skill of the play activity. |
| wishes to have with the child through play | | | | |