ABSTRACT
This chapter examines when and how adults should interact with children in their play. In early childhood education classrooms, teachers sometimes need to help children to begin or persist in play or to learn how to pretend. There are several models for scaffolding play—that is, providing just the right amount and type of adult play guidance. These include Smilansky’s play intervention and the thematic-fantasy play training approach. Methods of the Tools of the Mind and OREO models are sometimes implemented. For young children with disabilities, formal play intervention programs are provided. These may include Floor time to enhance the play of infants and toddlers with disabilities, and Learn to Play to support preschool-aged children. Several interventions promote social interactions and communication with others—the Integrated Play Groups and Augmentative and Alternative Communication Strategies. Methods to teach specific play behaviors include behavioral play interventions, including video modeling. When supporting children’s play, teachers should adapt their interactions to reflect the play styles of children of diverse cultures. They might employ quieter or more active interactions, depending on children’s play experiences and preferences in their families. During play, teachers can facilitate cross-ethnic and cross-gender interactions and friendships.
