To many adults, play may seem like a fun but frivolous activity without significant real-world practicality. Truth be told, it is key to learning and development for children. It provides a safe avenue for children to practise the foundational skills needed to navigate real life challenges. The fun nature of play maximises the child’s engagement for learning.
SPD’s physiotherapist Casey Chester sheds light on the role of play in a child’s physical, social-emotional, language and cognitive development. This article also explores inclusive play opportunities in Singapore, specifically designed for children with developmental needs.
The benefits from play can only be harnessed if developmentally appropriate play activities are selected.
Newborn infants partake in unoccupied play by moving their arms and legs around, smiling to their mother’s singing, or eye gazing at her face. This helps in developing the child’s sensory systems, such as body awareness, hearing and vision.
In contrast, children around five years old begin to engage in cooperative play with friends (Scott & Cogburn, 2023). This may involve higher-level problem-solving skills to resolve conflicts and communication skills when assigning roles in a game. However, the age for each play stage would vary between children.
Children with developmental needs tend to be delayed in their play skills (Elbeltagi et al., 2023). As such, their parents may sometimes face difficulties with finding appropriate play opportunities.
Physical Development
Gross and fine motor skills development are one of the key benefits of play.
Gross motor skills refer to whole-body movements enabling the child to navigate the environment, move objects, maintain balance such as crawling, walking, jumping as well as throwing or kicking a ball. Engaging in rough and tumble play enables repetitive practice of such movements, helping to develop strength, coordination, balance, agility, and endurance (Yogman et al., 2018).
Fine motor skills refer to the control of the smaller muscles in the hands, fingers and hand-eye coordination. This allows the child to engage in activities such as feeding, dressing, opening and closing zips, and it also impacts the child’s handwriting abilities. Children develop these skills only after the acquisition and control of gross motor skills. As such, parents should be patient and facilitate more gross motor play to provide the foundational body control needed before working on fine motor activities.
Depending on the child’s capabilities, play activities that develop fine motor skills can include popping bubbles, slotting coins into a piggy bank, solving puzzles, painting, and sorting beads.
Social-Emotional Development
Social play teaches children how to communicate with others, follow social rules, and negotiate disputes. For example, in games like peek-a-boo, infants learn the concept of turn-taking with the adult, whereby the child smiles and giggles after the adult appears from the peek-a-boo (Yogman et al., 2018).
Infants also begin with parallel play, whereby they play near each other without interaction but they observe play behaviours of others. As they grow older, they can engage in cooperative play, where they will learn about conflict resolution. These opportunities allow them to practise negotiating their demands and making compromises. (Yogman et al., 2018).
The emotional development of a child is closely linked to their social skills development. Relating back to the peek-a-boo social play, the turn-taking element serves as an opportunity to practise impulse self-control (Yogman et al., 2018). Such serve-and-return games also deepen the bond between the infant and caregivers.
Games often evoke emotions of joy and frustration. This provides a controlled environment to learn about regulating these strong emotions. Linking back to negotiating demands and making compromises in cooperative games, children get the opportunity to understand their own emotions and empathise with the feelings of others (Lillard et al., 2013).
Developing Language Skills for Better Communication
Prior to learning how to speak, infants develop pre-linguistic skills such as maintaining eye contact and turn-taking through playing “peek-a-boo” with their caregiver.
Object play also helps infants to develop the pre-linguistic skill of communication behaviour recall. Recalling the different functional actions of playing with an object trains the infant’s brain to recall communication behaviours more efficiently (Orr, 2020). These pre-linguistic skills serve as the foundational stage of language development and usually develop around 9 to 15 months (Cochet & Bryne, 2016).
Older children who enjoy imaginative play explore the power of language to weave tales and assign distinct roles to their playmates. While engaging in cooperative play, children have the opportunity to articulate their frustrations, ask questions and discuss strategies.
Developing Critical and Creative Thinking through Creative Play
In a society where parents place increasing emphasis on didactic academic learning or a formal, teacher-centred approach, children may be at risk of having less play time. However, research has shown that play has indirect positive effects on school readiness skills such as pre-reading and math skills (Miller et al., 2022). Hence, allowing your child to play may be beneficial for their academic learning.
Inclusive Play Opportunities in Singapore
When seeking inclusive play opportunities, parents and caregivers need to take note of physical accessibility, appropriate level of challenge, varying types of sensory play for children with sensory needs, solitary play component for over-stimulated child, and opportunities for children with or without disabilities to interact. (Brown et al., 2021)
In Singapore, there are inclusive playgrounds that were designed with these considerations in mind. To enable accessibility for children with physical disabilities, play equipment such as wheelchair-accessible swings and merry-go-round were constructed.
Play equipment with varying difficulty levels from toddler play areas to more adventurous rope climbing help children at different play skill levels feel adequately challenged.
Children with varying sensory needs can also engage in musical play, water play, and tactile touch play. Besides inclusive playgrounds, parents may also consider inclusive sports programmes organised by the Singapore Special Olympics or ActiveSG. These programmes not only provide children with physical or intellectual disabilities the opportunity to engage in sports, but also allow children with and without disabilities to forge meaningful friendships with each other.
Here is a list of inclusive playgrounds and sports programmes currently available in Singapore.
1. Bishan – Ang Mo Kio Park Inclusive Playground
Features:
- Wheelchair accessible swings, merry-go-rounds, and sand-play table
- Sensory play equipment such as bells and embossed diagrams
- Visual impairment friendly: Good colour contrast between floor and play equipment
2. West Coast Park
Features:
- Therapeutic garden which includes sand play areas and brightly coloured fragrant flowers, specially designed for children with special needs and wheelchair users.
- Several different playgrounds to cater to children at different play levels: Toddler play area for the younger ones, Viking Ship Playground to invoke more imaginative play, ziplines for children who loves seeking vestibular sensations, and Pyramid rope climbing for the adventurous ones.
- Greenhouses and allotment gardens by City Sprouts for children to explore the different vegetations planted by the community. Garden spots can be rented too!
3. Our Tampines Hub playgrounds
Features:
- All Inclusive Playground @ Sky Terrace Level 2: Wheelchair accessible swing, areas that facilitate sensory play such as musical play area and trampoline.
- Festive Play @ B1: Indoor air-conditioned playground designed for younger children.
- PLAYtopia @ Tampines Regional Library: Includes ball pit, slides, and a toddler play area.
4. Marine Cove Playground at East Coast Park
Features:
- Toddler Play Areas
- Inclusive swing designed for spinning
- Sensory Play Panels
5. Special Olympics Young Athletes
Organised by Special Olympics Singapore, the “Special Olympics Young Athletes” is a play programme targeting children aged two to seven with and without intellectual disabilities. The programme teaches basic motor skills, while creating opportunities for friendship and inclusive play between children of different abilities.
To find out more about the programme, please e-mail Special Olympics Singapore.
6. Cerebral Palsy Football (ActiveSG Para Sports Academy)
The programme provides children with cerebral palsy the opportunity to practise and play football in a safe inclusive environment. This programme is opened to pre-school- (3 to 6 years old) and school-aged (7 to 18 years old) children.
7. Para Swimming (ActiveSG Para Sports Academy)
The programme provides children with physical, intellectual (IQ less than 75), and/or vision loss the opportunity to learn swimming. Minimum age for the programme is 7.
References
- Brown, D. M. Y., Ross, T., Leo, J., Buliung, R. N., Shirazipour, C. H., Latimer-Cheung, A. E., & Arbour-Nicitopoulos, K. P. (2021). A Scoping Review of Evidence-Informed Recommendations for Designing Inclusive Playgrounds. Frontiers in rehabilitation sciences, 2, 664595.
- Cochet, H., & Byrne, R. W. (2016). Communication in the second and third year of life: Relationships between nonverbal social skills and language. Infant behavior & development, 44, 189–198.
- Elbeltagi, R., Al-Beltagi, M., Saeed, N. K., & Alhawamdeh, R. (2023). Play therapy in children with autism: Its role, implications, and limitations. World journal of clinical pediatrics, 12(1), 1–22.
- Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: a review of the evidence. Psychological bulletin, 139(1), 1–34.
- Orr E. (2020). Object play as a mediator of the role of exploration in communication skills development. Infant behavior & development, 60, 101467.
- Scott, H. K., & Cogburn, M. (2023). Peer Play. In StatPearls. StatPearls Publishing.
- Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3).