Module Overview for Consultants

Expected Learning Outcomes for Teachers:

1. Teachers will understand the basic principles of play therapy and its role in supporting child
development
2. Teachers will learn to identify children's expressions through play
3. Teachers will acquire practical play-based techniques to use in the daycare setting
4. Teachers will develop skills to create supportive play environments

Module Scheduled Time: 2 hours (Single session demonstration)

Introduction
This condensed module introduces early childhood educators to essential play
therapy concepts through demonstration and role-play. The consultant will model
key techniques and engage teachers in experiential learning to develop their
understanding of how play can be used therapeutically to support development in
children aged 4-6 years.

Content Breakdown
Ti Durat Materials
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understan
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identify Application
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groups: -
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technique practice
puppets/doll Role-play
s b) To techniques
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receive Consultant
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1:2 feedback coaching:
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5- on Guidance 25
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1:5 technique during mins
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confidenc Sharing
4 & 5: Using
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therapy ons Q&A: Informed contact
b) To Addressing consent - informatio
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profession of key Final Q&A
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s c) To
identify
resource
resources
distribution
for
continued
learning

Detailed Session Content for

Consultants
SECTION 1: INTRODUCTION TO PLAY THERAPY (15
minutes)

Opening Activity:

 Instruct teachers to use A4 paper and art materials to write their name and decorate it
 Have teachers create or imagine a comfort object on another piece of A4 paper
 This models a play therapy opening that can be used with children

Key Points to Cover:

 Definition of play therapy: "The systematic use of a theoretical model to establish an

interpersonal process where the trained play therapist uses the therapeutic powers of play to help
clients prevent or resolve psychosocial difficulties and achieve optimal growth and development"
(Association for Play Therapy, 2001)
 Play as children's natural language for expression
 Differences between therapeutic play and regular play activities
 Benefits for child development, communication, and social skills
 Adaptation of clinical techniques for classroom settings

Demonstration Elements:

 Show brief video clips of play therapy sessions highlighting key interactions
 Point out non-verbal communication in the clips
 Emphasize the therapist's response style and positioning

Participation Prompts:

 "What themes do you notice in the play shown?"

 "How does the adult's response differ from typical teacher responses?"
 "What elements could you incorporate into your classroom tomorrow?"

SECTION 2: CHILD DEVELOPMENT & PLAY

BEHAVIORS (15 minutes)

Warm-up Exercise:

 Ball passing game with questions about favorite activities, foods, colors
 Use this to model a play-based way to build rapport with children
Key Points to Cover:

 Typical developmental milestones for 4-6 year olds

 Age-appropriate play behaviors and materials
 How children express themselves through different types of play
 Symbolic representation in children's play
 Cultural considerations in play expression

Developmental Focus:

 Present the developmental progression from toddlers (2-3) through preschoolers (4-5) to
early school age (6-8)
 Highlight how play needs evolve with development
 Emphasize the importance of matching play materials to developmental level

Discussion Points:

 "What types of play do you currently observe in your classroom?"

 "How might cultural background influence how children play?"
 "Think of a child in your class - what is their preferred play style?"

SECTION 3: PLAY THERAPY DIMENSIONS MODEL

(25 minutes)

Key Points to Cover:

 Overview of the Play Therapy Dimensions Model (Yasenik & Gardner, 2004)
 Categories of play materials and their therapeutic uses
 Setting up a therapeutic play environment

Types of Play Materials to Present:

1. Aggressive Play Materials - Soldiers, dinosaurs, rope

2. Creative Arts - Painting, art making supplies
3. Expressive Materials - Sand tray, art, metaphorical cards
4. Physical Activities - Balls, musical instruments, sensory items
5. Games - Uno, cards, board games, Jenga
6. Pretend Play - Cars, animals, family figures, kitchen items, puppets
7. Nurturing Materials - Cooking sets, medical play kits, baby care items

Play Room Setup Discussion:

 Guidelines for creating a safe play space

 Basic setup requirements (clean, safe, age-appropriate)
 How to start and end play sessions
 Importance of not requiring children to clean up

Visual Examples:

 Show images of properly set up play therapy rooms

 Discuss modifications for classroom settings
 Highlight safety considerations

SECTION 4: CHILD-CENTERED PLAY THERAPY

TECHNIQUES (30 minutes)

Introduction to CCPT:

 Definition and origins (Axline, Rogers)

 Key characteristics of non-directive approach
 Emphasis on child-led process

8 Guidelines to Present:

1. Develop a warm and reassuring relationship with the child

2. Accept the child exactly as he/she is
3. Establish a feeling of permissiveness so the child feels free to express
4. Recognize and mirror the behaviors the child is expressing
5. Demonstrate deep respect for the child's ability to solve problems
6. Do not attempt to direct the child's actions or conversations
7. Do not rush play; it is a gradual process
8. Establish only necessary limits to anchor play in reality

Key Techniques to Demonstrate:

1. Tracking - Verbally describing the child's actions without judgment

o Example: "You're stacking the blocks really high! That tower is getting taller and
taller!"

2. Reflective Listening - Acknowledging observed behaviors

o Example: "It seems like the doll is exploring the house."

3. Limit Setting - Establishing clear, respectful boundaries

o Example: "I see you're feeling energetic. Let's remember to keep the toys on the
floor. They can be hurt if we throw them."

4. Creating a Safe Environment - Setting up a space that encourages free expression

o Example: "You can choose any toys or materials you want to play with today. What
do you feel like doing?"

Demonstration Format:

 Consultant role-plays with volunteer teacher acting as a child

 Demonstrate 2-3 different scenarios (building, pretend play, art activity)
 Pause periodically to explain techniques and reasoning
 Show both effective responses and common mistakes
SECTION 5: TEACHER ROLE-PLAY PRACTICE (25
minutes)

Case Example Setup:

 Provide age-appropriate case examples for teachers to work with

 Divide into small groups with specific materials:

o Group 1: Puppets/Dolls
o Group 2: Worksheets/Cards
o Group 3: Self-Esteem Jar
o Groups 4 & 5: Sand Tray

Specific Group Activities:

 Group 1: Use puppets to act out a scenario with a child who has difficulty expressing
themselves
 Group 2: Practice using cards or worksheets to help a child identify safe spaces and coping
strategies
 Group 3: Create a self-esteem jar activity to build confidence and positive self-image
 Groups 4 & 5: Use sand tray to allow symbolic expression of a child's world

Consultant Coaching Points:

 Encourage authentic, non-scripted responses

 Guide teachers to follow the child's lead
 Help adjust language to be developmentally appropriate
 Provide in-the-moment feedback on technique application

Debriefing Questions:

 "What was challenging about using these techniques?"

 "What did you notice about the 'child's' response to your approach?"
 "How did this differ from your typical interaction style?"
 "Which techniques felt most natural/most difficult to use?"

SECTION 6: ETHICAL CONSIDERATIONS & CLOSING

(10 minutes)

Key Ethical Points to Cover:

1. Confidentiality - Balancing privacy with necessary parent communication

2. Informed Consent - Ensuring parents understand the play-based approach
3. Mandatory Reporting - Obligations regarding safety concerns
4. Professional Boundaries - Maintaining appropriate relationships

Professional Boundaries Discussion:

 Physical contact guidelines

 Appropriate therapeutic relationships
 Parent involvement parameters
Closing Summary:

 Recap key points about play therapy principles

 Emphasize the value of play as communication
 Acknowledge the limitations of play therapy
 Suggest resources for further learning

Materials to Provide:

 Handout summarizing key techniques

 List of recommended play materials for classroom use
 Simplified observation forms for classroom application
 Suggested reading and further training opportunities

Materials Checklist for Consultants

 LCD projector and computer for PowerPoint presentation
 PowerPoint slides "Intro to Play Therapy"
 A4 paper and art materials for opening activity
 Ball for warm-up exercise
 Examples of play therapy materials:

o Sensory/plush items
o Musical instruments
o Art materials
o Pretend play/role play items
o Therapeutic/story books
o Metaphoric/communication cards
o Puzzle/Lego/Board games
o Sand tray and miniatures (if possible)

 Role-play scenario cards

 Handouts on ethical considerations
 Resource list for further learning

Consultant Notes
 Follow the ground rules outlined in the PowerPoint:

1. Respect everyone's perspectives

2. Maintain confidentiality
3. No judgments
4. Encourage questions
5. Take care of self, toys, and others
6. Approach with curiosity and fun

 Emphasize that this is an introduction, not full training

 Focus on practical techniques teachers can implement immediately
 Address classroom management concerns that arise
 Emphasize that therapeutic play complements rather than replaces other approaches
 Acknowledge the real-world constraints of classroom settings
 Be sensitive to teachers' potential personal reactions to play content
Follow-Up Support Recommendations
 Provide contact information for questions
 Suggest resources for further learning (as listed in PowerPoint references)
 Recommend practice with peers before implementing with children
 Offer tips for adapting techniques to group settings