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Research Article
Issue Date: September 01, 1984
Published Online: June 30, 2014
Updated: June 13, 2018
Play Techniques with Neurologically Impaired Preschoolers
Author Affiliations
  • Joyce W. Sparling, MS, LPT, OTR, was Director, United Cerebral Palsy Developmental Center, Raleigh, NC during this study. She is currently enrolled in the doctoral program in Special Education, University of North Carolina, Chapel Hill, NC 27514
  • Daryl F. Walker, MA, is a Drama Teacher for Durham Academy, Durham, NC 27707
  • Julie Singdahlsen, BA, is the Art Teacher for Durham Academy, Durham, NC 27707
Article Information
Pediatric Evaluation and Intervention / Rehabilitation, Participation, and Disability / School-Based Practice / Features
Research Article   |   September 01, 1984
Play Techniques with Neurologically Impaired Preschoolers
American Journal of Occupational Therapy, September 1984, Vol. 38, 603-612. https://doi.org/10.5014/ajot.38.9.603
American Journal of Occupational Therapy, September 1984, Vol. 38, 603-612. https://doi.org/10.5014/ajot.38.9.603
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Abstract

A pilot project was undertaken to study the effect of educational play as an intervention approach. The study was conducted with 14 neurologically impaired, physically handicapped preschool children, parents, community teachers, and developmental center staff. Educational play consisted of art and drama group activities presented according to the normal sequence of play development, from sensorimotor, to symbolic, to sociodramatic play. After a 7-week course of intervention, the children’s performance, as measured by items in the Vulpe Assessment Battery, improved in six areas of development. Overall improvement was statistically significant. In addition, participating adults began to value the use of play as an essential component of child development. Results suggest the need for a systematic study of play in intervention with preschool, neurologically impaired, and physically handicapped children.