Play is not just child’s play. It’s a serious business, especially in the world of behavior consulting.
We usually think of play as “downtime” for kids, and downtime is important, but play skill instruction isn’t about letting kids loose with toys. Play enlists skills from across domains and these skills benefit from the same deliberate, developmentally informed instruction as academics or expressive communication. By carefully structuring play experiences and sometimes teaching relevant foundational skills, we can help children develop crucial abilities like motor control, social coordination, emotional regulation, and even abstract thinking.
In keeping with my developmental approach, I meet children “where they are” in their play and introduce them to the usual next steps children take. This strategy is supported by evidence and honors what we know about how children naturally learn. Teaching social awareness and independent object play will guide a child into onlooker play and prepare them for supported parallel play. Teaching imitation and self management during this parallel play continues their progress into associative play. With each progression, we can expect improved quality of life and collateral gains— a child aware of their peers can learn from them and start developing empathy for them.
Play with Purpose
Throughout a session, your child might need unstructured time and they will probably spend that time playing. They’re kids and they need breaks. This is distinct from play skill instruction because the children I serve will default back to less generative play routines, meaning the routines fail to advance my client’s learning as they would be expected to. To be clear, there’s nothing wrong with undemanding recreation. We all need breaks, and early play is by nature repetitious. But on the other hand we’re all owed choices. Teaching play skills offers children the option of more flexible, social, and imaginative play. Unless taught how to play this way, the child won’t have a choice in the matter.
During play skill instruction, we ask our learner to try new things— add a step, a prop, or a layer of abstraction. I ask them to change the theme or materials. These asks are responsive to the client’s preferences and the situation but they are also framed by the type of play we are bringing forth. Different fields have different ways of conceptualizing the developmental progression and I work to integrate their respective approaches for holistic and I work to integrate their respective approaches for holistic understanding and individualized intervention.
The Power of Play Skills
Ultimately, play skill instruction is about empowering children.
By equipping them with the tools to play, we allow them to engage with the world around them— to make sense of it, act upon it, reimagine it and join it. With play skills they will enjoy self-direction in their learning, as one decision leads to new possibilities and more decisions to be made. They will not be left to fill their time with passive media consumption, or left to helplessly rehearse play routines that loop back upon themselves without end. We offer them not just recreation, but the choice of more complex, social, and imaginative play, opening doors to deeper connections, enhanced learning, and a more fulfilling childhood.
Spectrum Behavioral Services of Kentuckiana 