Adult–child play interactions and play intervention

This chapter explores the ways that adults interact with children in play. It provides a rationale why teachers and parents should sometimes become involved in play but issues caution about overdirecting children’s activities so that they are no longer playful. Reasons for adult play interactions are discussed, including a need to help children initiate or persist in play or to overcome play obstacles. Adult assistance in learning to pretend or to engage in greater language and social interaction are suggested. Both informal methods of adult play interaction and more structured, formal models of guidance are considered. The chapter examines play interventions, which are sometimes implemented for children with disabilities, including those provided in or outside of classrooms or with families at home. The importance of adults adapting their play interactions to the unique play styles of children of varying cultural backgrounds is emphasized. Illustrations are provided of how teachers engage in quieter and more “instructive” play interactions with children of some backgrounds and or more active, rough-and-tumble play involvement with children of other cultures. Interactions to promote cross-racial and cross-ethnic play are recommended to promote children’s positive attitudes toward, and friendships with, those of different backgrounds.