![]() ![]() The focus is still on the toys themselves rather than social interaction. If the other children are playing with blocks and stacking them, they may take blocks and stack them up, but they are still not actively engaging with the other children. Parallel play is where they watch other children and mimic the children’s play. This happens at two to two-and-a-half years of age. In this type of play the child starts to take an interest in other children and with what they are playing, but they do not join in. They may give you eye contact, but when they are playing with the toy, they are not trying to get you to come play with the toy with them. This occurs in young children under 12 months up to about two years. ![]() The play is about the toy and the play itself. Next is solitary play where the child is engrossed in playing, but does not notice other children. The first stage is unoccupied play where the child is relatively stationary and doing random movements. Types/Stages of Playĭefining the stages of play goes back to Mildred Parton in 1933, who looked at children between the ages of two and five years she described six different types of play. We want to make it fun and motivating for them. It does not mean anything yet, and t can be scary. If they are profoundly deaf and now have a cochlear implant, sound is new to them. When we are working with children and trying to develop listening or auditory skills, it is hard work. It also contributes to physical, social, emotional, cognitive, intellectual, and communication development. Why do we choose play? Play is the work of children. Purposeful play helps to set up a lesson play and give some ideas for parents to implement at home. ![]() When we are coaching parents or new clinicians, we need to write out some scripts that we would say to help facilitate that goal. We need to know at what level of skill they are on the hierarchy, and we have to choose some appropriate goals. Then I will talk about these levels and goals with purposeful play activities. We also need to know appropriate goals at each level that will help facilitate acquisition of that skill. The two key things we need to know when we are developing listening skills are auditory strategies that we can use to facilitate the listening hierarchy and the current level of a child’s skill and where we want them to go to. One of the first things we need to know when we are working with children is how to play, so we should know play milestones that are appropriate for young children. Today, Participants will be able to list play milestones for children ages birth to six years, describe auditory strategies to use when facilitating listening and spoken language development, list an auditory hierarchy along with goals at each level, and develop purposeful play activities that specifically target listening goals. This text course is an edited transcript of a MED-EL live webinar on AudiologyOnline. ![]()
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