Introduction

The purpose of this course is to provide the occupational therapist or occupational therapy assistant with in-depth knowledge of play development from infancy through middle childhood with an emphasis on developing practical play-based strategies in a variety of treatment settings. Play is the main occupation of children and continues to be an important occupation throughout the lifespan. OTs and COTAs who work with children use play as both a therapeutic means and an end goal of treatment. From object play with infants to social games with elementary students, play is a major therapeutic medium to improve motor, sensory, cognitive, and social development.

Audience: OT, COTA 

Skill Level: Entry-level to Intermediate

Contact Hours: 15

 
The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA  

Teaching Methods: Course content includes text from, "Parham, Diane L. and Fazio, Linda S., “Play in Occupational Therapy for Children, 2nd Edition,” 2008.  Copyright 2008 Elsevier, Inc.  All Rights Reserved. Used with Permission. 

Criteria for Passing: Each learner must complete all learning activities/handouts and pass a final exam to receive credit.

By the end of this course, each learner will be able to:

  • Describe the development and use of object play with infants and toddlers.
  • List ways in which the therapist can utilize object play to improve spatial and temporal negotiation skills in infants and toddlers.
  • Discuss the impact of deprivation due to institutionalization of children in orphanages and how the occupational therapist can best work with this population, whether within the institutional setting or with adopted and foster children.
  • Describe how sensory integrative development influences play and detail how the occupational therapist can utilize play to address sensory integrative deficits in modulation, vestibular-bilateral and sequencing disorders, and dyspraxia.
  • List the developmental markers of play in middle childhood, and develop clinical reasoning skills to assess and treat play skills in children with behavioral and emotional problems.
  • Develop strategies for teaching play and leisure skills in the educational setting and articulate the importance of such intervention to team members.

Lessons

Here is the course outline:

1. Introduction

Please read the introduction to provide you with important information and tips about your course.

2. Course Objectives

Click to view course objectives.

3. Section 1 - Power of Object Play for Infants and Toddlers

Section 1 - Power of Object Play for Infants and Toddlers

4. Section 2 - Play Occupations and the Experience of Deprivation

Section 2 - Play Occupations and the Experience of Deprivation

5. Section 3 - Play and the Sensory Integrative Approach

Section 3 - Play and the Sensory Integrative Approach

6. Section 4 - Play in Middle Childhood

Section 4 - Play in Middle Childhood

7. Section 5 - Play, Leisure, and Social Participation in Educational Settings

Section 5 - Play, Leisure, and Social Participation in Educational Settings

8. Course Final and Survey

Course Final and Survey

Completion

The following certificates are awarded when the course is completed:

Certificate of Completion