ABSTRACT
Practical application of the expressive therapies continuum (ETC) depends on the understanding of the definitions used, a working knowledge of historical concepts related to the development of creative capacities, and sound psychological understanding. This chapter begins with definitions and theory related to the ETC and its developmental structure. The definitions of the variables in the continuum are as follows, derived from the Merriam-Webster Dictionary of the English Language: kinesthetic, sensory, perceptual, affective, cognitive, and symbolic. Sensorimotor play, in which the infant and toddler acquire knowledge through movement and practice play, translates here into the kinesthetic/sensory level of the continuum. The perceptual/affective level begins as motion becomes form and as touch or other sensory experiences affect feelings. As the physical manifestations begin to develop further into signs, symbols, and other facets of language (operational thinking), a meaning becomes attached to the action that created the form, and the cognitive/symbolic level is attained.
