Overview
Developmental Play is a pioneering approach that ensures children have the fundamentals in place for their cognitive, physical, social, and emotional growth, built on the idea that as children grow they need to do different kinds of play.
This master’s level unit provides professionals who are working in the field of education, early intervention and health an understanding of the Developmental Play approach and how it can be used to facilitate growth and development. Play is children’s occupation and clinicians and teachers working with children at risk and with challenges need to have clear frameworks, working models and child centred interventions to build best practice.
This introductory level introduces participants to why play matters, how it works and brings it all together through the lens of the developmental play pyramid, looking first at sensory body play and attachment safety play, then creative explorative play, meaning making play and higher play.
The Developmental Play Model grew out of work in rural India with children with disabilities. Its emphasis is on preverbal neuro-development through play and supports the global drive by the Real Play Coalition, launched at Davos in 2018, to bring play back into all children’s lives. This unit is the first level of the blended learningprogram developed by CreateCATT (Creative Arts, Therapy and Training Pte. Ltd Singapore). Compatible with the UN Rights of the Child that states that ALL children have a right to play it offers an accessible model of play relevant across cultures and continents.
Course Details
This unit explores various dimensions of play, including definitions of play, its significance, and the global movement advocating for it. It delves into attachment theory and its crucial role in playful development, alongside an examination of child development through stages rather than ages, with a focus on the developmental play model of pre-verbal learning. The importance of sensory systems and body schema is highlighted, emphasizing the integration of mind and body through sensory processes. Children’s creative development is also discussed, with attention to key theories and concepts in early childhood art and play. Object relations theory is introduced to explain how children grow through interactions with objects. Additionally, the unit considers the benefits of play in nature, particularly its role in neuro-development and wellbeing, supporting a sustainable future. Learners will also gain insights into the role of adults during play sessions and develop an understanding of the creative play process.
Students will present a portfolio which supports their own development in understanding and applying Developmental Play contextualized to their workplace (3500 words)
This course offers a blended learning approach with pre-course lectures, activities and course work on the online academy where the theory of Developmental Play can be studied your own pace. This is then complimented by in person three days of practicum where you will experience hand on play activities and embody the learning. Prior to attending the three days practicum you will prepare a short non-verbal presentation which forms part of your assignment and is presented on the third day of their practicum. The practicum will include peer learning, hands on embodied play, group and individual creative work.
Delivery can also be done fully online to cater for the global community and those who cannot make the in-face practicum. The three-day practicum is then replaced by 6 half day sessions in our PlayZoom meetings where the practice of play is explored and discussed.
Self-directed, autonomous learning, self-appraisal and reflection on your own learning and professional development needs and specific supervisory and mentorship role requirements provides the foundations for this unit. You will be guided and supported to critically evaluate and reflect on your supervisor and mentor role and its impact on supporting professional colleagues and/or students. This will involve considering your own values and beliefs systems and ethical and legal dilemmas that may occur within supervisory practice.
Requirements
What qualifications do I need? 
Applicants should have a first degree or relevant experience and be working with young children.
