Hanah International Foundation

As indicated in page 1, play for children has, besides just experiencing fun and pleasure also very functional aspects.  And that sometimes makes that playing, especially for children with special needs becomes a kind of task: the children have to play in a certain way, according to the rules and the intentions of the adults. It is important that children just play; they will discover themselves.

Of course, when it is about children with special needs, because of their limitations or special conditions, adult can help to shape the environment and the individual adaptations to the conditions and help that way the children to enjoy their playing and at the end take the profit of the developmental chances playing brings.

For that purpose we have collected some practical tips and put them together with the emphasis to certain development aspects, but again; not to prescribe what should be done, but only suggestions how you can help your child with special needs, to enjoy the most.

About thinking and learning:

• Talk with your child about what you see, feel, what happened when together you explore it hand over hand , what you think maybe will happen.
• Start with “single action” play  to develop your child’s understanding of cause/effect relationships—“When I push that ball here, it rolls towards you.””
• Minimize distractions, give initially your child only one or two objects at a time to play with. Play on a solid-color cloth or blanket.
• If a toy has several pieces (e.g., a puzzle), lay them all out on the cloth.
• Give a lot of opportunities to practice.
• Remember hat there never is only one “right” way to play. Let the child discover or when you play together, discover several ways together.

About bigger body movement (gross motorics):

• Make sure that the child is sure and safe in whatever position she will play (laying, sitting, standing). When a child is well supported and comfortable, she is able to focus more on playing. Maybe you can use pillows, wedges and other equipment to support the child’s position.
• Warm up your child’s body for large motor movements before play—try to moving gently  arms and legs for instance while singing songs together on your lap or on the cloth.
• Sometimes it is tempting to “show” how things have to be done; do it preferably in co-acting: do it together.
• Observe the child’s  favorite position, where she comfortably interacts.

About finer movement like hands, fingers (fine motorics) in manipulating toys:

• Of course the same things as above but also try to pay attention to:
• Making sure that your child can see the hands while manipulating a toy.
• Maybe it is necessary to help the child by modeling or demonstrating how a toy can be used. But don’t take it over; help it to develop the routine by itself.
• If your child needs to be guided to use his hands, try sitting behind him. Assisting from behind is supports better the child’s movement than pulling from the front. The disadvantage can be that you loose face-to-face contact. But the lack of that communication can be compensated by in the ear talking or the resonance of your voice when there is body contact. Anyhow, don’t stop talking. Even not from behind.
• You can prevent toys from sliding out of reach by using textured adhesive tape or other non-slip material to anchor them to a stable surface such as a rug, highchair tray, small table or bench.

About communication and language:

• Describing different features of the toy as you and your child explore it together: what you feel, what you hear, what you see, what to do to make it work, and what happens when it works. And be aware that the child notices that by a good face-to-face contact. Shoe enthusiasm when the child reacts.
• Keep your language simple and repeat words often. Realize that children understand short phrases before more complex sentences. And please, do not use stupid “baby talk”!
• When you talk about playing with the toy, combine words with gestures and signs. And let it feel and smell and even taste. Remember, there are lots of ways to communicate and initial communication is multi-sensorial!
• Emphasize the sounds of objects.
• Stimulate the child to make sound-effects and approximations of words.
• Playing together in front is a funny way for both to see everything and to communicate!

About seeing, the visual aspects of playing:

• The same features is in the communication tips of course, but you can pay also extra attention on:
• Tummy-time play (playing with the child on your stomach) will encourage your child to hold his head up and push on his arms; these actions help to get him ready for moving.
• Place toys within the child’s reach, and if the motorics are not that well, keep them box tops, plant-pot bases.
• Creating from time to time a new play area like in a blanket- tent, under a table, an empty plastic swimming pool and so on. It sets boundaries.
• Anchor some toys in the area your child plays; it will become familiar with them, and alternate them with others to keep the play fresh.

About hearing, developing the auditory possibilities:

• Again, everything said above counts here too.
• Try to have good face-to-face contact and support your actions by changing your facial expression and providing physical touch to reinforce actions of the child.
• For children who need enhanced sound feedback, repeat the sounds the toy makes and emphasize each sound by pairing it with a visual cue or sign and letting feel the vibration of your voice on your chest of throat, and the toy’s sound by letting feeling the effect on the toy. If the child is afraid a balloon in between the toy and the hand of a child will help.