The field of child-centered play therapy has long recognized the value of play for children’s growth and development, however other fields of inquiry have come to realize the value of play as well, such as play-based social interventions for youth with autism spectrum disorder. Despite the differences between the theoretical and pragmatic applications of child-centered play therapy and play-based social interventions, the purpose of this work is to orient a play-based social intervention study with child-centered play therapy approach. In particular, this work will discuss the theoretical and pragmatic approaches of the two fields with emphasis on 2 factors of play: (a) play materials and (b) permissiveness. Additionally, the play experiences of 1 boy, Enoch, are reviewed through the typical stages of child-centered play therapy, to demonstrate how permissive play with technology-based play materials functions in play-based social interventions.
Describe how play-based social interventions may enrich our understandings of play, in terms of modality and process.
Compare the use of permissive play (during child-centered play therapy) and free play (during play-based social interventions).
Compare child-centered play therapy and play-based social interactions by listing two differences and two similarities.