Individual and group programming for children and adolescents
based upon current theory, research, and developmentally
appropriate practice. Special emphasis will be placed upon the
integration and implementation of therapeutic activities,
including art, music, movement, and dramatic and medical play,
particularly in a community-based service-learning setting.
Additional Requirements for Graduate Students: Graduate students will: 1) have readings in addition to those
assigned to the undergraduate students; 2) conduct a special
presentation/lesson for their peers on a course-related topic of
their choice, along with distribution of a detailed handout for
class members; and 3) prepare an application/theoretical paper
suitable for submission to a relevant journal or newsletter.
Athena Title
Therapeutic Benefits of Play
Equivalent Courses
Not open to students with credit in HDFS 5130 or HDFS 7130
Undergraduate Pre or Corequisite
HDFS 2200 or HDFS 2200E or HDFS 2200H or HDFS 2950 or 2950E
Semester Course Offered
Offered spring
Grading System
A - F (Traditional)
Student learning Outcomes
Students will compare and contrast classical and contemporary theories of play and their role in development.
Students will differentiate the stages of child development and the associated stages of play.
Students will demonstrate an understanding of the value and characteristics of play, with an emphasis on the therapeutic aspects of play.
Students will identify developmentally appropriate toys and materials that can be incorporated into either a permanent or traveling playroom.
Students will demonstrate effective observation and assessment of children's play.
Students will demonstrate the ability to plan and implement developmentally appropriate play activities for children in traditional and non-traditional settings, with an emphasis on the healthcare context, by developing imaginative or original response(s) to a need or inspiration.
Students will compile a collection of creative activity ideas and materials to use with children in the areas of music and movement, art, sensory, dramatic play, and technology.
Students will identify methods for modifying play activities for children with limited mobility and/or cognitive delays.
Students will be familiar with the psychological, behavior, and physiological benefits of therapeutic play in the healthcare context.
Students will plan and implement therapeutic play activities that meet the developmental and therapeutic needs of a specific group of children in a community-based service-learning setting and complete a written reflection of that service-learning experience, in order to synthesize and/or transform ideas in original ways.
Topical Outline
1. Orientation to Course
2. Classical and Contemporary Theories of Play
3. Developmental Stages of Play
4. The Development of Dramatic Play
5. Value and Characteristics of Play
6. What is Therapeutic Play?
7. Therapeutic Play Activities Incorporating Art, Music, Movement, Technology, Outdoors, Animal-Assistance, and Sensory Aspects
8. Using Play as Preparation in Healthcare Context
9. Using Play as Coping in Healthcare Context
10. Using Play as Normative Activity in Healthcare Context
11. Guiding and Structuring Therapeutic Play Sessions
12. Accommodating Play for Youth with Limited Mobility, Cognitive Delays
13. Psychological, Behavior, and Physiological Benefits of Therapeutic Play in Healthcare Context
14. Including Parents and Siblings in Play
15. Planning and Implementing Therapeutic Play Activities to Meet Developmental and Therapeutic Needs of Individual
Children
