PLAY OBSERVATION ASSIGNMENT 1
The child wasborn on 22nd December, 2009. Hence, she was 6 years, 10months, and 10 days old at the day of assessment. The child was alsoright hand dominant. Several observations were made during theactivity.
Notably, thechild did not vary repetitive play with one object. She focused onimaginary aspects of play. Furthermore, the child solely played withthe clinician. She could not tolerate cooperative play. Instead, thechild manifested signs of decreased turn-taking and sharing. Shechose to swing in a hammock located in a sensory room. The child alsoplayed with water paint and brushes. Other materials included apainting and a pet shop toy set. The painting was pinned on a boardwhile the toy pets were used as imaginary play with voice changes.
The child swungherself on a hammock for 15 minutes at the beginning of the treatmentsession. Initially, the room was dark since the lights were off.However, a different set of sensory lights were used together withnature sounds. Such effects were used as a sensory modulation to calmthe child. During playtime, the client used all the major joints andbody muscles. In fact, all activities during the treatment sessionand play assessment needed motor output from the client. Besides, theclient manifested laterality and crossing mid-line during playactivity pet shop play.
The childdemonstrated excellent strength and endurance throughout thetreatment session. In fact, she tolerated a whole hour of playactivities. Painting was performed on an inclined surface thatrequired her to use bilateral arms against the pull of gravity. Thechild also used her bilateral lower extremity to swig herself backand forth for 15 minutes. Her grip strength was also remarkable sinceshe did not drop any object during play activity. Praxis was alsodemonstrated during the treatment session. The child manifestedseveral cognitive factors during play assessment. For example, shehad a decreased capacity to follow commands. She also showed adecreased attention span. Admittedly, the client could perceive thatshe was in a play setting. In this regard, she focused on thematerials at her disposal. The child’s involvement in imaginaryplay showed that she had little awareness of her surroundings. Inaddition, she had decreased eye contact with people during thetreatment session. During play assessment, the client also manifestedaggressive outbursts.
The entireexperience was quite enlightening. Initially, I was apprehensiveabout making and recording observations. In particular, I was worriedthat my presence would have an adverse effect on the child by makingher pensive and withdrawn. I also feared that I would not makecorrect interpretations of the child’s play activities. However, mycomfort level increased when I spent more time observing the client.I also gained the skills needed to make silent observations withoutinteracting with the child.
However, I couldmake some improvements to enhance my play assessment. For instance, Icould provide the child with more materials for their activities.Access to a broad variety of objects would allow the client toexpress their inner characteristics (Case-Smith & O`Brien, 2014).Her temperament would also become clearer if she had an opportunityto exercise personal choice. I could also observe from a distance tomake the child comfortable (Sames, 2015). The experience helped me toobtain first-hand insight into a child’s mindset during playassessment.
Case-Smith, J., & O`Brien, J. C. (2014). Occupational therapyfor children and adolescents. Amsterdam, Netherlands: ElsevierHealth Sciences.
Sames, K. M. (2015). Documenting occupational therapy practice.Upper Saddle River, NJ: Pearson Education.s