PLAY: The Window into the Child’s Emotional Experiences Climbing the Symbolic Ladder Understand Reality Developmental Anxieties Feelings, Fears and Conquests

Serena Wieder, Ph.D. Clinical Director Profectum Foundation www.profectum.org serenawieder@gmail.com

Serena Wieder, Ph.D.©

Visual/Spatial Portals to Thinking, Feeling and Movement by Serena Wieder, PhD & Harry Wachs, OD serenawieder@gmail.com

The Child with Special Needs by Serena Wieder, PhD & Stanley Greenspan, MD

Engaging Autism by Serena Wieder, PhD Stanley Greenspan, MD

“Imagination is more important than knowledge….” Einstein Words of Wisdom From Plato to Mr. Rogers! “Play is often talked about as if it were a relief from serious

learning. But for children play is serious learning. Play is really

the work of childhood. Play gives children a chance to

practice what they are learning.”

If play is “work”….then…

n Why do most children love to play and spend so much time playing n Why are so many pleading for more play time before academics? n Some children find it difficult to pretend? n So do some adults! n Being playful is essential

Does play contribute to development? n Vygotsky believed pretending causes children to think more abstractly.

n Piaget thought play represents an ability that accompanies other important skills such as language, numerical literacy and that these other skills cause development.

n Others agreed that pretending helps foster some later development but that it is only one of several possible routes to such development.

n We believe play is the vehicle for emotions and thinking together! Play reveals what children feel and think and is a window into into the child’s inner experience and self •  Expressed with and without words, affect, telegraphic communication,

movement, music and art

Today’s Goal: To understand why symbolic play is such an essential experience for all children n  How does play reveal your child’s emotions? n Why pretend? What does it mean to be symbolic? n What do symbols tell us about thinking, organization, regulation

and emotional development? n How to recognize challenges to symbolic development –

•  hitting the comprehension wall (language, visual spatial and movement/sequences, ideation)

•  Both children and/or parents can be anxious about play

•  When reality testing is episodic and not sure if real or not real n  How does creating ideas help you become logical and abstract n Does content matter? n What are some strategies to facilitate symbolic/emotional

emotional development

The DIR Model: A Developmental, individual Difference, Relationship based Dynamic Approach to Development

by Greenspan & Wieder

Essential Developmental Capacities

From Functional Play to Symbolic Play Levels Functional play levels are established first: n Simple actions on objects- cause and effect - pushing a fire truck n Construction or combination play - such as building with blocks n Actions you do for yourself or other figures - such as feeding oneself or feeding a doll.

PARENT IS THE FIRST TOY Symbolic skills then emerge: n Pretend that objects are something other than they appear (e.g., they pretend a block is fruit), n Give figures life experience (e.g., they feed doll and put it to bed to sleep).

n  Take on pretend roles that are conventional (e.g., mom and dad) and later thematic (e.g.,Pirates and Knights, Batman and Robin

Above all be PLAYFUL – Fun, Pleasure and Creativity

Playful…engaged in fun and pleasure

In the beginning…….Need to Engage

Nat can play by himself but likes to read with Dad….scripts are predictable!

Wants to fly, but….only if he is the plane

Earliest Symbols

•  “Blankie” to Teddy Bears

•  Barney, Sesame Street, Pooh….

•  Dora and Steve •  Farms, zoos

and jungles •  Dinosaurs and

Dragons

Earliest Emotional Themes

•  Comfort and reassurance

•  Real life learning and feelings

•  Explore and think

•  Safety and danger – a tiger is not a kitty cat!

•  Entry to “good and bad guys

When we look at symbolic play, we look at emotions

n Emotional Ideas can be expressed in images, or roles, or drama (stories) with toys or live action!

When a child is creating ideas he is taking initiative and representing intentions, feelings and ideas in imaginative play Emerges 18 >30 months Symbols acquire meaning through interaction

• After all, what is an apple? What is love? The active ingredient is AFFECT

• Begins to use symbols in her mind without having to carry out actions -“Love you” (without hug), “Me mad” (without hitting)

• And pretend play to symbolize real or imagined events

Earliest Symbols

•  Goodnight Moon •  Goldilocks and

the Three Little Bears

•  Three Little Pigs •  Billy Goats Gruff •  Jack &

Beanstalk •  Cinderella

Emerging Emotions

•  Separation •  Getting lost •  Fear and

Danger •  Rescue and

safety •  Joy •  Anger •  Disappointment •  Sadness

Why is the boy sad?

Good Guys

•  Kings and Knights

•  Princesses •  Fairy

Godmother •  Wizards •  Peter Pan •  Batman •  Superman •  Harry Potter…

Bad Guys

•  Scar •  Pirates •  Giants •  Stepmothers •  Witches •  Joker •  Dracula •  Frankenstein…

This dinosoar loves bacon!

The Magician

Eli Manning – We need you!

Strangers

Separation

Body Injury

Fears – ghosts and monsters

Aggression

Good Guy – Bad Guy

Breaking the Rules

Co-regulated Affective Interactions

Pre-verbal gestural

Magical Thinking

Control

Logical Thinking

Episodic reality testing

Abstraction

When playing makes you anxious….

Can you be someone else?

Roadblocks to Mastery of Developmental Anxieties and Symbolic Development n Comprehension • Auditory processing • Poor gestural communication • Gap between receptive and expressive language

• Visual spatial processing • Hypersensitivity • Praxis –Motor Planning • Poor concept imagery • Poor Self-regulation

Boots….the real meaning

Can I break the law?

Expected Stranger Separation, Body, Anxiety & RT

Helpless or frustrated feelings when task requires using space, tracking, finding

parts, fixing things…

Overly fearful and reactive to body damage, new situations, unpredictable events,

aggression

Panic reactions when s/he turns around and does not see parent or feels lost, to not finding needed

objects or thinking something broke

Catastrophic or phobic reactions

n Visual Anchors- Depends on external anchors to know where self is n Depends on seeing things the same n Tends to be rigid and inflexible n Clings to parent, seeks excessive control n Visually Bound Has favorite figures but visually bound and actions depend on what they look like or are built into the cause and effect of the toy

When challenged, depend more on Visual Anchors – Visually Bound

Let’s go swimming…

Competence comes from body and mind

The Importance of Symbolic Play The opportunity to develop emotionally and cognitively

Safe

•  Offers a safe way to practice, re-enact, understand, and master the full range of emotional ideas, experiences and feelings

Differentiate Self from Others

•  Provides distance from real life and immediate needs so the child can differentiate self from others (through different roles in play) and self from the environment (i.e. not bound by time and space).

Transform reality into symbols or

images

•  The goal is to elevate feelings and impulses to the level of ideas, expressed through words and play instead of acting them out.

•  The child then develops concepts which transform reality into symbols or images that reflect the original meanings.

•  This abstract thinking leads to a differentiated sense of self and others and reality testing.

I won’t Grow Up!!

Who will be the hero?

Floortime Strategies to

Support Symbolic Play and Thinking Including

Experiences in Daily Life

Establish the Foundation –

n Be sure to develop spontaneous shared attention and engagement, as well as reciprocal interactions before embarking on the symbolic ladder. n While many children can carry out simple symbolic actions (e.g., feed the baby, dump the truck), they do not expand without the flow of reciprocal interactions where affect cues guide the next steps n  Think of yourself (parent or other caregiver) as the first “toy” n Be playful n  Sustain regulation

Remember! Toys are a language Provide environment for play n Children play with toys before they speak and can express their interests and thoughts using toys before they have words. n Also consider toys the augmentation you need to help children comprehend what you are saying by ensuring they see what they hear. n Follow your child’s interests and lead – content does not matter n ASK: Have the toys transformed into ideas?

n May prefer to look at objects rather than people n Likes puzzles but not pretend play n Prefers lining up or pushing cars and trains to figures or drama playing repairman, doctor or picnics and tea parties n Rather scribble or look at books or “label” than play with toys n Arranges toys in certain spots but does not use them for play n Has favorite figures but visually bound-actions depend on what they look like or are cause and effect actions of the toy n Cannot guide play from real life experiences (not visualizing or not recalling sequences) n Avoids fantasy play n Fearful – episodic reality testing

Let’s Begin: Be Symbolic Yourself!! • If your child is thirsty and asks for a drink while

playing, offer him an empty cup or invite her to a tea party….start on reasoning – thirsty??

• If your child is hungry, offer her a piece of the toy pizza pie you are “eating” or ask if she wants ice cream or a cookie…... Hungry?

• If she wants to leave, offer her the keys or a toy car…uh oh, rushing…needing….afraid….

• If she lies down on the floor or couch, get a blanket or pillow, turn off the light and sing a lullaby.

Start with favorite symbolic figures … Work in your child’s comfort zone

Appearances don’t count – Comprehension does! n Observe which symbolic figures your child knows

and loves, such as Disney, Sesame Street, or Cars to generate symbolic play with simple feeding, picnics, playground trips, bedtime,and other problem solving, etc. n These are pre-symbolic until they expand into sequences and reasons to usher in creating ideas of level V. n These same figures can progress to Level VI with elaboration of themes, feelings, conflict, ambivalence, and logical (if not realistic)

Mix and Match gestures, words, objects n Substitute one object for another when props are needed – the ball might be a cake or the spoon a candle.

n Resume use of gestures for props along with toys and substitutes – just use your hand in a gesture to offer money for the toll or to drink a cup of tea!

Encourage representation

n Use a specific set of figures/dolls to represent family members or friends and call them their names as you play, e.g., “Here come Daddy and sister Sarah!” n The child is more likely to accept figures named for other people before he accepts a figure with his name. At first he may experience representing himself as having to give up the object he desires! n  Facilitate a continuous flow of back-and-forth, affective gesturing and communication

Give symbolic meaning to furnishings and other objects in the environment

n When your child climbs to the top of the sofa, pretend he is climbing a mountain, or when she comes down the slide, treat it as if she is sliding into the ocean to see the fish, or going down a ski slope, etc. n Use a telescopic voice to convey distance n When child disagrees with your symbol – try to expand, “Then what do you think it is?” n If child appears to ignore you, he may come back to it later, or you are working above his level

Let your child discover the symbolic world -

Saying “pretend” isn’t usually necessary. Just respond to your child’s real desires through symbolic (imaginary) actions/gestures and props. • Allow child to discover what is real and what is a toy, e.g., if he tries to go down a toy slide or ride a toy horse, encourage him to go on; if she tries to put on the doll’s clothes, do not tell her it does not fit; if he takes his shoes and socks off to put his foot in the pool, ask if the water is cold.

Climbing the Symbolic Ladder

n What if your child has some symbols but the only ones you feel safe with are little Sesame Street or Disney figures…and only if they “do what they look like” and are always “nice”- what underlies the constriction? Readiness, fear…

Important to remember n Cannot impose symbolic development n Cannot teach symbolic development • Then how do you get there… • Need interaction • Affect and relationships provide the pathway!

Building Bridges Between Developmental Levels

n Follow child’s interests, build on his or her ideas n  Challenge child to create new ideas in pretend play n Heighten affect and engagement n  Practice and expand rapid back and forth interactions and conversations (gesturally and verbally) n Carry on logical conversations all the time- while driving, at meals, during baths, etc. - Content does not have to be realistic

Elaborate, elaborate, elaborate! Remember- symbolic problems have symbolic solutions!

Try to expand child’s idea by expanding its purpose: •  If driving the car >>where to? Have props visible to suggest ideas. Or,

make use of breakdowns or problems with symbolic solutions. •  If the car crashes, get the tow truck and mechanic with tool kit. •  If the doll falls, hug the boo boo, get a bandage (masking tape) or rush

to the hospital with doctor kit •  Don’t over-ritualize by doing the same expansion each time! •  Provide “seat belts” (rubber bands) to keep the figure on the horse or

seated on the chair so things aren’t always falling apart and child can be encouraged to go on with the idea.

•  Rubber bands, masking tape, clips and tacking putty can be essential tools!

•  Re-enact familiar scenes your child chooses from books or videos to build better comprehension – enter his scripts

DRAMA, Drama - Encourage role play and dress up and /or use puppets, art and music n Your child may prefer to be the actor in dramatic play as an alternative to the use of the figures which may also be harder to manipulate. n Role play may allow for clearer gestures and imitation. n Similarly, a puppet is the extension of one’s body and often easier to execute. n Match your tone of voice to the affect and drama at hand. Pretend to cry when your character is hurt, cheer when happy, convey anger or fear when needed, exaggerate deceptiveness to help child figure out what you really mean!

Insert obstacles into the play

n To challenge and make your child think, and help him more assertive, learn to negotiate, etc. Be compelling and use affect cues to hold his attention and tolerate the dilemma. n Use affect cues to help regulate, contain impulsiveness and aggression n Negotiate ! Trade, substitute, work together, wait, give it up!

n Be the other kid you want your child to play with!

Above all - Play is not an interview. n Be a player - Get involved in the drama. Be a player and assume a role with your own figure so that you can model natural social language. Play is not an interview. • Use two voices – as the parent encouraging, supporting,

clarifying as well as the other kid or symbolic figure you want your child to play with!

• Your parent voice, which should have your natural tone in a compelling whisper can encourage the child to close the circle, e.g., “But you didn’t tell Ernie what you want!” and insist your child try to answer the question.

Be a partner!

n Help your child negotiate and problem solve with your figure or directly as you step out of the story for a moment to take his side with your parent voice to help him work things out or be more assertive, or figure out what to do with the hungry alligator as it (you) inch it along towards the pirate ship!

Expand the range of themes and emotions The hierarchy of themes and emotions n Encourage representation of personal issues - Encourage child to role play situations which may be challenging which he has experienced or anticipates.

n Support child’s attempts to explore new ideas borrowed from experiences, stories, videos and peers beginning with “bad guy wolf, witches, or Captain Hook”, to “bad guy” themes in reality – robbers, kings, wars, etc.

Repetitive themes may be attempts at mastery.

The Pathway to Abstract Thinking! n Use reasoning to deepen the plot! - This can be done through questions in a role you add to the child’s where you ask to go along or object for some reason.

n Ask the child to tell you his or her idea and what they want you to do. Try to deepen the plot by posing problems, asking “what if”, “if …then” or why questions, ask about feelings and predictions, etc.

n Build bridges between ideas – Through conversations, ask for opinions, compare and contrast themes, have debates, change sides, empathize and reflect on how play relates to personal challenges.

Encourage abstract thinking: n ask why questions – how come, what if, when…. n ask for opinions - n compare and contrast different points of view n ask child to put himself in someone else’s shoes or predict someone

else’s feelings or behavior, e.g., “What will Daddy say, do…” n reflect on ideas and feelings - come back to experiences again later;

use “comic strip” drawings to revisit sequence of “story” n don’t ask questions you know the child knows the answer to n don’t tell child which dimensions to use n use visualization - “picture yourself”, “picture situation” n avoid rote, fragmented, academic questions

Focus on process and structure Executive Functioning

n  Plan idea with your child including where story takes place, what characters, what props, what the problem is… n  As you move through the story focus on who is in trouble, who is safe, guessing what the other side feels and will do, what the ending will be, how each character will feel, etc. n  Identify the beginning, middle and end of each story ideas.

Reflect on the ideas and feelings during and after the story is over n Discuss your child’s themes and feelings and elicit the point of the story and the abstraction of what is right, wrong, or to be learned from the story. n Remember symbolic play and reflective conversation is the safe way to practice, re-enact, understand, and master the full range of emotional ideas, experiences and feelings.

Get ready for the narrative your child will have to comprehend or write late!

Literacy

n Symbolic play today is important for symbolic comprehension later n The executive functions of a story is the narrative the student will have to understand larer n Select books to read that have themes, motives, and problems to solve - discuss alternative outcomes, feelings n Be creative – play is not right or wrong! n It is developmental!

Your Play Environment n Useful toys include pretend food, doll house and furniture, figures of people who can be family and friends, figures of favorite characters (Sesame Street, Barney, Disney..), play ground, pool, vehicles, garage and airport, plastic animals and dinosaurs, camera, musical instruments, puppets, hats, dress up

n Doctor kit and tool kit n Include masking tape, rubber bands and clips to hold toys together as well as cloths or boxes.

n  Limit cause and effect toys to those with symbolic potential and keep semi-structured materials such as puzzles, play dough, markers, and games in another area. These can and should be used to develop interaction but may be over-relied on when symbolic toys are more challenging to organize and sequence.

Creating a Play Environment – expand and diversify as child develop symbolically

n Toys that represent “real life” – family figures, baby dolls, cars and trucks, trains, food and kitchen props, birthday cakes, tool and doctor kits, pets, doll house, farm and zoo animals, and related figures, musical toys, etc

n Figures that are your child’s loves – Disney (Mickey Mouse, Winnie, movie characters), Sesame Street, stuffed animals, dinosoars, etc.

n Toys that represent fantasy such as princesses (king, knights) and pirates (witches, giants, monsters) rescue and superhero figures, “good guy and bad guy”s, etc.

n Arrange the room with areas to represent different themes – land and sea, farm and jungle, home and work places (garage, gas station, doctor’s office, school..)

But everything can be imagined…. Symbolic thinking does not depend on toys or props but on how heart and mind and movement (action) come together

n Substitute objects n Use gestures, charades, pantomime n Dress up and dramatics, performance n Visualize n Create sound effects

n Most important are the affect cues that convey the meaning and message

In Summary – Why build a symbolic world? n Symbolic play and conversation is the safe way to practice, re-enact, understand, and master the full range of emotional ideas, experiences and feelings, including fears n Symbols reflect the child’s level and range of emotional development-Encompasses thinking, feeling, relating n Symbols help us develop reality testing and sharing in the rules and expectations of the real world n Behavioral challenges and aggression relate to failures in symbolization n Symbolic development leads to abstract thinking and a differentiated sense of self and others. n Supports executive function

To Learn More… – Explore our programs – we have webcasts and training for parents, professionals, and paraprofessionals, and young adults

– Apply to our Certificate Programs – Advanced Webcasts on special topics – Add DIR/Floortime to existing interventionion programs

– Attend our Spring and Fall Conferences – Sign up for our announcements

– Have questions: Contact us at www.Profectum.org or write to serena.wieder@profectum.org

References

n Greenspan & Wieder – The Child with Special Needs and Engaging Autism, DeCapo Press

n Wieder & Wachs – Visual Spatial Portals to Thinking, Feeling and Movement, Profectum Press

n Wieder, S. (1996). Climbing the “symbolic ladder”: assessing young children’s symbolic and representational capacities through observation of free play interaction. In Meisels, S. & Fenichel, E., Eds., New Visions for the Developmental Assessment of Infants and young Children (pp.267-287). Washington, D.C.: Zero to Three.

n Wieder, S. (1996). Integrated treatment approaches for young children with multisystem developmental disorder. Infants & Young Children, 8, 24-34.

n Wieder, S. & Greenspan, S. (2005). Developmental pathways to mental health: The DIR model for comprehensive approaches to assessment and intervention. In K.M. Finello, Ed., The handbook of training and practice in infant and preschool mental health (pp. 377-401). San Francisco, CA: Jossey-Bass.

n Wieder, S. & Greenspan, S. (2006). Infant and early childhood mental health: The DIR model. In Foley, G. & Hochman, J. Eds., Mental health in early intervention; achieving unity in principles and practice (pp. 175-190). Baltimore, MD: Brookes

n Wieder, S. & Greenspan, S. (2003). Climbing the symbolic ladder in the DIR model through floortime/interactive play. Autism, 7, 425-436.

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