Play for OT Intervention. 薛卉君老師. What is play?. Play has been identified as one of the primary occupations in which people engaged.
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Play for OT Intervention
Play can be viewed through these substrates of occupation:
1. As activities having certain characteristics ( i.e., its form, including activities, characteristics, and products)
2. As a developmental phenomenon contributing to a child’s development and enculturation (i.e., its function, including purposes, process, and experience)
3. As an experience or a state of mind (i.e., its meaning, including what motivates or satisfied the child)
--Children continue to use this form of play when they learn new skills. Exploratory play begins in infancy, and by then end of the first year, infants actively explore their surroundings, demonstrate a beginning understanding of cause and effect, and are interested in how things work. In the second year, play centers around combining objects and learning their meaning. Children begin to classify objects and develop purpose in their actions.
--four types of roles seen in group play(1)functional roles: pretending to be a doctor
(2)Relational roles: pretending to be mother and baby
(3)Character roles: from TV and movies
(4)Roles with no identifiable identity.
--This form of play predominates during the school age years. Games with rules teach children to take turns and to initiate, maintain, and end social interactions.
(1)Expresses intrinsic motivation and self direction
(2)Focuses on means rather on ends
(3)Organism centered rather than object centered
(5)Shows freedom from externally imposed rules
(6)Reveals active engagement in the activity
(1)Play reflects development
(2)Play reinforces development
(3)Play is an instrument of developmental change.