Pretend play skills in young children with developmental disabilities

Abstract

Through a qualitative approach this study aims to understand better how pretend play skills develop and emerge among young children aged two to four years who have developmental disabilities. It will also explore how symbolic and pretend play skills develop amongst children with different abilities and the differences that emerge from typically developing children of the same age. Through semi-structured interviews, four professions working with young children, being; a play therapist, a drama therapist, a counselling psychology and an educational psychologist; gave their insight and subjective experiences on the topic. Data was analysed using thematic analysis where four themes with a total of seven sub themes were presented. The themes are; Therapeutic process, Safe place for exploration, Difficulties and limitations and Autism spectrum disorder. The theme of Therapeutic process was then further divided into; Flexibility of pretend play, Resources, Time, and Believes and misunderstandings; while the theme of Difficulties and limitations was divided into; Reality versus fiction, Communication and interaction, and Individuality and differences due to different conditions. The results showed that what goes on during therapeutic sessions together with the upbringing environment of the child play a very important role for the develop of pretend play in children with developmental disabilities. Furthermore, resources and the flexibility of the therapist to work with a number of different mediums were seen as being vital to scaffold the way towards further development for the child with such disabilities. Overall the results showed a positive attitude towards children with developmental disabilities acquiring the necessary developmental milestones and pretend play skills throughout their life course with the right interventions and support.