Modifying and adapting toys and play

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Modifying and adapting toys and play

• Adaptations are
• Modifications made to objects or environments to
  alter, facilitate, or enhance task performance
  (Snyder, 1999)
• Any device, material, or technique that is used
  to accomplish a task more efficiently (York-Barr,
  Rainforth, York (1996)

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Universal design

• The design of many toys and materials provides
  benefits for everyone, including those with
  special challenges
• TV with closed caption built in
• Curved handled spoons for young children
• See-and Say toy lever
• Pegs on puzzle pieces
• Levers on door knobs
• Kitchen utensils with larger handles

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How do adults enhance childrens play through
modifications and adaptations?

• As we mentioned earlier, important factors in
  childrens play are the familiar adults and
  caregivers in the childs life. Adults,
  caregivers and providers of early intervention
  services do much to facilitate the childs
  learning through play by making modifications and
  adaptations to activities and materials as
  needed.

Observant adults know when and how much
assistance to offer children to help them grow
and learn as they participate in activities and
daily routines. The type and amount of assistance
given is dependent upon the developmental level
and unique individual needs of the child.
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Caregivers observe the children during routines
and activities, avoiding interference or getting
directly involved when the child is engaged and
having a successful experience. If all children
could successfully learn through play exclusively
without assistance, adults could spend their
time observing and waiting for the next play
activity devised by the child. But, as we
know, few children have the capability to be
totally independent learners, needing little to
no support or assistance from the adults in
their world. When children are no longer
engaged, seem to wander listlessly, or act out
because of lack of interest, the caregivers
role is to offer appropriate assistance to
enhance the play. Starting with the least
amount of assistance needed, this can be done by
simply asking a question or offering a
suggestion.
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More involved assistance that might be offered
would be to participate in the activity for a
short period of time to get the play going,
stepping in to help resolve a conflict, providing
props and materials that would suggest a certain
type of play, or modeling ways to use materials
such as rolling snakes with play dough. As
adults observe a child during routines and
activities, they learn what the child knows, what
skills the child has achieved and which skills
the child needs in order to become a more
successful learner. Adults become more directly
involved with the child during play as they
provide planned activities that will increase a
childs skill or ability through play.
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Skilled and observant providers of early
intervention services Plan activities in
collaboration with families. Consider the
childs developmental level and unique strengths
and needs. Consider the familys concerns
priorities and resources to implement the plan.
Provide activities that are engaging for
children, Offer assistance when needed. Plan
for future activities in collaboration with
families based on observation of childs
participation in the activity. Observe
carefully the child at play to collect
information about the childs strengths and
abilities.
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These steps are interdependent. Meaningful, child
appropriate activities cannot be offered without
thoughtful planning and careful observation.
Meaningful observation does not occur when
children are not engaged in planned activities.
Successful learning does not readily occur when
quality interaction and engagement are not
offered through quality activities.
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Types of adaptations

• Add elements to objects
• Build up handles of paint brushes and markers
  with layers of tape or foam insulation materials
• Add scent to play dough with extracts
• Add texture to paint by mixing in sand, salt,
• dishwashing liquid, cornstarch

Use stabilizing agents Secure paper to
table with tape. Keep plates and utensils from
slipping by using rubberized shelf
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• Alter response time Give children time to
  respond
• before answering or moving on to the next
  subject.
• Vary position of object or play surface
• Mount a writing board or Lego board vertically.
  
• Base activity on individual childs and familys
• preferences and needs.
• Select activities that are individually and
  developmentally
• appropriate.
• Use visuals to give directions

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Modifications and Adaptations are a means to an
end, not end itself.
KISS it (Keep It Simple Sweetie)
The least intrusive adaptation typically is
best.
Often the simplest of strategies are the most
effective!!