Play is such an integral part of the child life tool set, its where we got our start in the hospital. To share more about play and the importance of it, Captivated By Child Life is pleased to have Katilyn Kelly, MS, CCLS, CTRS as a guest blogger to share her perspective. Kaitlyn is a Montessori Primary Assistant Teacher working with children aged three to six years. She is currently working on her Montessori certification, which requires eighteen months of course work, a residency experience, and an internship. She is dually certified as a child life specialist and as a therapeutic recreation specialist. Previously, she worked at the University of Iowa Stead Family Children's Hospital as the University of Iowa Dance Marathon Child Life Fellow working with patients on the pediatric hematology and oncology unit.
Throughout our academic studies and experiences within the hospital, we are taught to meet the child where they are at developmentally. We examine the whole child and the factors of the environment impacting their situation. But, what I have learned from Montessori is how truly important it is for us, the adults, to follow the child.
The crucial age in which this concept is especially important is from birth to six years. During this time the child is in the absorbent mind-- unconsciously and later consciously. The child is taking in literally everything from the environment. When the child is able to connect their hands to their experiences that is when true memory and conscious thought come to fruition. It is in this time, at about age three, that the child begins to explore life based off of their interests or passions. As a child’s guide or follower, it is imperative that we create and provide an environment in which they can learn and explore. It is through this exploration that they can express themself, and develop or master skills that will lay a foundation for their future.
As child life specialists it is our great honor to assist children in development during stressful situations. Children are examining our every move, sound, facial expression, word, tone, and action. They are consciously learning how to behave, interact, and handle this situation should it ever arise again. It is crucial that we utilize play not only for normalization, but also for exploration and mastery of life skills.
The child will lead us to the concept or skill they need to master or are most interested in. If we sit back and observe a child play in the playroom we will see what they are most passionate about. During preparation, we can discover what they are most sensitive to by the questions asked. Do they want to know more about sight, sound, smell? What do their questions or comments on certain areas say about their worries? If we listen to what the child is saying and follow them on their endeavors we can learn so much, but we can also guide them to develop lifelong skills in stressful situations.
Play is the child’s work and Montessori focuses on this work in the classroom. It is imperative that the type of material used for play is diverse and all encompassing. Many sounds, textures, colors, and shapes should be represented in the playroom. If possible, keep the playroom tidy and clean, this helps the child maneuver and explore the environment. During long hospitalizations encourage the family to create a routine, it does not have to be exact to the routine at home, it can be a routine specific for the hospital. It is important to engage the child in activities that help build life skills such as pouring, using tongs, sponge transfer, spooning, and stacking. These activities help with hand eye coordination, body control, concentration, patience, and building the skills to hold a pencil and write in the future.
-Katilyn Kelly, MS, CCLS, CTRS
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