Module 7: Play: Difference between revisions
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== Guidelines for children who have difficulty hearing or seeing == | |||
*If a child has been diagnosed with blindness or deafness, focus on other senses for play. | |||
*If a child has been diagnosed with blindness or deafness, focus on other senses for play. | |||
*However, unless a medical person has told you that a particular sense is not working at all (eg hearing or seeing), try to practice the sense through play by giving opportunities to use that particular sense eg shiny mobile or vision box for a child who has difficulty seeing. | *However, unless a medical person has told you that a particular sense is not working at all (eg hearing or seeing), try to practice the sense through play by giving opportunities to use that particular sense eg shiny mobile or vision box for a child who has difficulty seeing. | ||
<br> | |||
== Other simple toys == | |||
== Other simple toys == | |||
{| width="200" border="1" cellpadding="1" cellspacing="1" | {| width="200" border="1" cellpadding="1" cellspacing="1" | ||
|- | |- | ||
| | | | ||
'''Visual rattle''' | '''Visual rattle''' | ||
<u>Making it:</u> | <u>Making it:</u> | ||
*Plastic bottle filled ¾ with water, dishwashing liquid or something to make bubbles, small plastic beads or seeds that are brightly coloured or dark. | *Plastic bottle filled ¾ with water, dishwashing liquid or something to make bubbles, small plastic beads or seeds that are brightly coloured or dark. | ||
*<u>Using it:<br></u> | *<u>Using it:<br></u> | ||
*<u></u>Use it the same way as the rattle discussed earlier in the module. | *<u></u>Use it the same way as the rattle discussed earlier in the module. | ||
| [[Image: | | [[Image:Visual rattle CP.JPG]] | ||
|- | |- | ||
| | | | ||
| | '''Other musical instruments''' | ||
<u>Making it</u>: | |||
*Bottle tops on a piece of wire | |||
*Container with small stones or seeds | |||
<u>Using it</u>: | |||
*Help her to hold and play the instrument | |||
*Encourage her to take and let go by herself | |||
*Encourage her to move her hand or arm by herself so that the instrument makes a noise | |||
| [[Image:Musical instruments CP.JPG]] | |||
|- | |- | ||
| | | | ||
| | '''Soft toy rattle''' | ||
<u>Making it:</u> | |||
*Small bottle with seeds or stones inside | |||
*Material cut out into shape (ball, animal, bear) | |||
*Stuffing | |||
*Needle and thread to sew it together | |||
<u>Using it</u>: | |||
*Encourage the child to hold, touch and handle the toy | |||
*Show her that if she shakes it, it makes a sound. | |||
*Encourage her to shake it by herself. | |||
| [[Image:Soft toys CP.JPG]] | |||
|- | |- | ||
| | | | ||
| | '''Bath toys''' | ||
<u>Making it:</u> | |||
*Visual rattle | |||
*Plastic cups / small bowls or anything that floats on water | |||
*Add something that will make some bubbles (eg dishwashing liquid). | |||
<u>Using it:</u><br> | |||
*<u></u>Encourage the child to splash in the water and move her arms or legs by herself to move the objects | |||
*Help her to fill the plastic cups with water, and then pour it out. Or use one cup to fill another cup with the water | |||
*Splash to make bubbles. | |||
| [[Image:Bath toys CP.JPG]] | |||
|- | |- | ||
| | | | ||
| | '''Blocks''' | ||
<u>Making it:</u> | |||
*Pieces of scrap wood cut into different shapes | |||
<u>Using it:</u><br> | |||
*<u></u>Encourage the child to hold the blocks and build different structures out of them | |||
| [[Image:Blocks CP.JPG]] | |||
|- | |- | ||
| | | | ||
| | '''Form board/puzzels''' | ||
<u>Making it</u>: | |||
*Use firm cardboard or hardboard for the base | |||
*Use firm corrugated cardboard, with shapes cut into it, for the top part | |||
*Use small pegs for holding to get shapes out | |||
*Puzzle – use firm cardboard cut into shapes. | |||
<u>Using it:</u><br> | |||
*<u></u>Encourage the child to pick up the pieces herself | |||
*Encourage and help her to match the shape of the piece to the correct hole | |||
*The child will learn by trying to fit the piece herself – don’t always show her the right hole immediately. | |||
*Let her make mistakes and try again. | |||
| [[Image:Orm puzzles CP.JPG]] | |||
|- | |- | ||
| | | | ||
| | '''Car''' <u>Making it:</u><br> | ||
*<u></u>Plastic bottle – one side cut out to make a “convertible” | |||
*Straight sticks for wheel axles | |||
*Plastic bottle tops or cut out plastic rounds or pieces of a round wooden branch for wheels. | |||
<u>Using it:</u><br> | |||
*<u></u>This toy will allow the child to use her imagination while playing | |||
*Encourage her to use sounds (and words if possible) while she plays (making the sounds of a car).<br> | |||
| [[Image:Car toy CP.JPG]] | |||
|- | |- | ||
| | | | ||
| | '''Peg board – poles or clothes pegs''' <u>Making it:</u><br> | ||
*<u></u>Wooden or thick cardboard base with notches in it | |||
*Round pegs to put into the notches (you can also use clothes pegs) | |||
<u>Using it:</u><br> | |||
*<u></u>Help the child to practice using her fingers by picking up small things | |||
*Encourage her to put the pegs into the correct sized holes. | |||
| [[Image:Peg board CP.JPG]] | |||
|} | |} | ||
<br> | |||
== PDF Handout == | |||
{{pdf|Hambisela_Module_7_Play.pdf|Hambisela_Module_7_Play}} | |||
== Sources and references == | |||
Ideas from many sources have helped us to develop the Hambisela programme. The following material and references have been particularly helpful, either as sources or as inspiration on how to present training, and we gratefully acknowledge their use.<br>In many cases we have been given permission to use photographs. Where permission could not be obtained, the faces have been re-touched in order to protect identity.<br>1. “Disabled Village Children – A guide for community health workers, rehabilitation workers, and families”, David Werner, The Hesperian Foundation, Berkeley (1999).<br>2. “Promoting the Development of Young Children with Cerebral Palsy – A guide for mid-level rehabilitation workers”, World Health Organisation, Geneva (1993).<br>3. “Let’s Communicate – A handbook for people working with children with communication difficulties”, World Health Organisation, Geneva (1997).<br>4. “Community Based Rehabilitation -- Training and Guide”, World Health Organisation, Geneva (1989).<br>5. “Cerebral Palsy, ga se boloi (it’s not witchcraft)”, Physiotherapist Department of Gelukspan Center, Reakgona.<br>6. “Polokwane Hospital CP Group Manual”, Polokwane Hospital.<br>7. “Community-Based Rehabilitation Workers – a South African training manual”, Marian Loveday, SACLA Health Project, Cape Town (1990).<br>8. Foden Manuals 1-4, Foden Centre, East London (1999).<br>9. “Practicing the new ways of feeding your child at home”, Diane Novotny, Speech, Language and Feeding Therapist, Western Cape CP Association & Red Cross Children’s Hospital, Cape Town (circa 2006)<br>10. “Learning for Life”, Masifunde 2002, Staff Development Special Care Centres, Cape Mental Health.<br>11. “The Education of Mid-Level Rehabilitation Workers”, World Health Organisation, Geneva (1992).<br>12. “Disability Prevention and Rehabilitation in Primary Health Care – A guide for district health and rehabilitation managers”, World Health Organisation, Geneva (1995).<br>13. “Disability Prevention and Rehabilitation – A guide for strengthening the basic nursing curriculum”, World Health Organisation, Geneva (1996). | |||
[[Hambisela Project: Cerebral Palsy|Hambisela Project - Cerebral Palsy]] | |||
[[Category:Cerebral Palsy]] | |||
[[Category:Occupational Health]] | |||
[[Category:Paediatrics]] |
Latest revision as of 19:57, 5 April 2023
Page Outcomes [edit | edit source]
When you have finished this workshop, you should be able to:
- Understand and explain to other caregivers the importance of play for a child’s development.
- Help your child with cerebral palsy to enjoy times of play that promotes her communication, movements, social and emotional skills, and learning.
Play[edit | edit source]
Play is any activity that a child CHOOSES to do, and has FUN whilst doing. Through play, a child uses her SENSES to explore and learn.
Senses:
- Seeing
- Hearing
- Touching / Feeling
- Smelling
- Tasting
Something else that works very closely with our senses, and is involved in play, is movement.
Examples of play:
- Enjoying the sound of a rattle/music (hearing)
- Looking at something that is shiny or colourful or pretty, or mom’s face (seeing)
- A baby kicking her legs and laughing (movement)
- Handling different objects – soft, hard, prickly etc (touching / feeling)
- Playing “peek-a-boo” (seeing)
- Splashing in water (feeling and movement)
- Hide and seek (hiding an object under a lid or box and getting the child to try and lift the box to find the object, or hiding yourself from them and seeing if they can move or look for you (seeing)
- Pretending to make food out of mud (touching or feeling)
- Swimming or spinning around in circles (movement)
- Singing & clapping games (sight, movement, hearing)
- Running around (movement)
- Playing soccer or other sports (sight, movement, feeling)
This child is playing and learning:
Why play is important[edit | edit source]
- It gives her opportunities to explore and therefore learn about things in her environment.
- It gives her opportunities to use and develop her senses.
- It gives her a reason to practice moving (when she is having fun she will be motivated to move).
- It gives her opportunities to interact with other people and learn social skills.
- It gives her opportunities to think and learn.
Remember:
- A child in a poor position, and without play and communication, will not develop and learn.
- A child who is not enjoying the activity because she can’t do it, will not develop and learn.
Children need help to play[edit | edit source]
To learn to play, all children need the encouragement of their parents, siblings and other people.
Children with cerebral palsy also need encouragement, and may need special help and attention.The caregivers of a child with cerebral palsy need to encourage her to be active in play situations, and they need to help her to learn.
Play is more important than toys. Almost anything can be used as a toy, if it is used in play.
Simple toys that you can make at home[edit | edit source]
Let’s look at a variety of simple toys that you can make at home for your child. For each toy, we will briefly discuss how you can make it, and then think about which children would benefit from such a toy, and how you can use it to play with them.
Guidelines for children who have difficulty hearing or seeing[edit | edit source]
- If a child has been diagnosed with blindness or deafness, focus on other senses for play.
- However, unless a medical person has told you that a particular sense is not working at all (eg hearing or seeing), try to practice the sense through play by giving opportunities to use that particular sense eg shiny mobile or vision box for a child who has difficulty seeing.
Other simple toys[edit | edit source]
PDF Handout[edit | edit source]
Sources and references[edit | edit source]
Ideas from many sources have helped us to develop the Hambisela programme. The following material and references have been particularly helpful, either as sources or as inspiration on how to present training, and we gratefully acknowledge their use.
In many cases we have been given permission to use photographs. Where permission could not be obtained, the faces have been re-touched in order to protect identity.
1. “Disabled Village Children – A guide for community health workers, rehabilitation workers, and families”, David Werner, The Hesperian Foundation, Berkeley (1999).
2. “Promoting the Development of Young Children with Cerebral Palsy – A guide for mid-level rehabilitation workers”, World Health Organisation, Geneva (1993).
3. “Let’s Communicate – A handbook for people working with children with communication difficulties”, World Health Organisation, Geneva (1997).
4. “Community Based Rehabilitation -- Training and Guide”, World Health Organisation, Geneva (1989).
5. “Cerebral Palsy, ga se boloi (it’s not witchcraft)”, Physiotherapist Department of Gelukspan Center, Reakgona.
6. “Polokwane Hospital CP Group Manual”, Polokwane Hospital.
7. “Community-Based Rehabilitation Workers – a South African training manual”, Marian Loveday, SACLA Health Project, Cape Town (1990).
8. Foden Manuals 1-4, Foden Centre, East London (1999).
9. “Practicing the new ways of feeding your child at home”, Diane Novotny, Speech, Language and Feeding Therapist, Western Cape CP Association & Red Cross Children’s Hospital, Cape Town (circa 2006)
10. “Learning for Life”, Masifunde 2002, Staff Development Special Care Centres, Cape Mental Health.
11. “The Education of Mid-Level Rehabilitation Workers”, World Health Organisation, Geneva (1992).
12. “Disability Prevention and Rehabilitation in Primary Health Care – A guide for district health and rehabilitation managers”, World Health Organisation, Geneva (1995).
13. “Disability Prevention and Rehabilitation – A guide for strengthening the basic nursing curriculum”, World Health Organisation, Geneva (1996).