Initiating Play Activity
Initiating Play Activities
Social Skills Group Activity: Initiating Play
Developed by Deborah Abelman, Ph.D., PTAN Project Staff
Introduction:
When we teach children the language to use in order to either invite other children into their play or to enter into other children’s play, we often make the assumption that by knowing the right words to say, children should be able to initiate play. But to successfully get others to play requires the abilities to share ideas, negotiate, compromise, and to move on when told, “I don’t want to play with you right now.” Some children need direct teaching of these skills, while others may need reminder activities. For those children who appear to be competent in initiating play, these activities will help them gain a better understanding of their own behaviors, and increase and enhance their problem solving skills. These activities have been developed for all children ages three years through five years in early care and education programs. However, they may be adapted for younger or older children or for other care situations.
The activities in each lesson are based on the knowledge and skills taught from the previous lesson(s) and therefore should be presented to the children in the order given. It is recommended that each session be between 15 and 30 minutes long, dependent upon the developmental and intentional skills level of the children in the group. Only one session should be held per day, and either two or three sessions per week, giving the children time to process the information they are learning. A single lesson may be divided into two sessions, but only one lesson should be taught each session.
These activities should be conducted in small groups of approximately five (5) children, but no more than eight (8). Each group should include children of differing skill levels to encourage peer modeling and mentoring. Once a group has been formed, the same children should participate together in this series of
Social Skills Group Activity: Initiating Play
Developed by Deborah Abelman, Ph.D., PTAN Project Staff
Introduction:
When we teach children the language to use in order to either invite other children into their play or to enter into other children’s play, we often make the assumption that by knowing the right words to say, children should be able to initiate play. But to successfully get others to play requires the abilities to share ideas, negotiate, compromise, and to move on when told, “I don’t want to play with you right now.” Some children need direct teaching of these skills, while others may need reminder activities. For those children who appear to be competent in initiating play, these activities will help them gain a better understanding of their own behaviors, and increase and enhance their problem solving skills. These activities have been developed for all children ages three years through five years in early care and education programs. However, they may be adapted for younger or older children or for other care situations.
The activities in each lesson are based on the knowledge and skills taught from the previous lesson(s) and therefore should be presented to the children in the order given. It is recommended that each session be between 15 and 30 minutes long, dependent upon the developmental and intentional skills level of the children in the group. Only one session should be held per day, and either two or three sessions per week, giving the children time to process the information they are learning. A single lesson may be divided into two sessions, but only one lesson should be taught each session.
These activities should be conducted in small groups of approximately five (5) children, but no more than eight (8). Each group should include children of differing skill levels to encourage peer modeling and mentoring. Once a group has been formed, the same children should participate together in this series of