116 Session 4
Papers Topic - Play Advancing Comprehensive Early Childhood Intervention P4.07 Executive Function and Play: Authentic Assessment in Natural Environments Presenting Author: Patricia M Blasco (USA) Affiliation: Oregon Health and Science University Co-Authors: Karin Lifter, Tara Rutter
This session will present components of executive function (EF) in young children’s naturally occurring play behaviors. EFs include inhibition, working memory, cognitive flexibility, plan and organization, and emotional control. Traditionally, EFs are assessed using elicited behaviors based on established tests. Here, researchers observed 30-minute video recordings of young children (ages 8, 18, and 36 months) playing in their homes with a caregiver and coded the play samples at 5-minute intervals for EFs noted above. These play observations are part of a large database of 492 children, with and without disabilities, from ages 8 to 60 months, forming the basis of the Developmental Play Assessment for Practitioners (DPA-P). Providing a method to identify and assess EFs based on authentic, naturally occurring play behaviors is missing from the field, particularly in early intervention. In addition to sharing examples of EFs during play, we will discuss implications of ecological validity, practice, and policy. P4.08 Navigating Through Turmoil: Employing Play and Neurodevelopmental Insights for Trauma Recovery Presenting Author: Maha Ghazale (Lebanon) Affiliation: Therapist Co-Authors: Ashira Darwish Many children experience preverbal trauma in the first years of their lives. For pediatricians, social workers, and healthcare providers, recognizing the somatic signs of trauma in infants and young children can significantly impact their developmental trajectories through early interventions. In times of global unrest and conflict, young children instinctively turn to play a universal language of exploration and healing to process their experiences and regain balance. This presentation focuses on identifying early signs of nonverbal trauma and leveraging the intersection of play and neurodevelopmental frameworks to foster resilience in children aged zero to three. Grounded in Polyvagal Theory and the Neuro-sequential Model of Therapeutics (NMT), this session explores how play and creative methods activate body-centered mechanisms for self-regulation and recovery. Participants will learn the importance of early detection and trauma-informed approaches to promote healing and emotional well-being in young children. Key highlights include: (1) understanding play and active meditation as biologically driven activities that support emotional regulation, social connection, and neurodevelopment; (2) video case studies demonstrating how children in conflict zones use play to navigate trauma nonverbally; (3) practical strategies for integrating play-based and sensory regulation interventions in therapeutic and educational settings; (4) culturally responsive approaches that honor traditions and create inclusive environments for healing; (5) tools for supporting children with physical and mental disabilities, as well as families facing continuous trauma, such as refugees and minorities. Attendees will leave equipped with actionable tools and insights to support children and families in challenging environments, fostering resilience and harmony amidst adversity.
P4.09 Play Development in Young Children With and Without Delays: Guidelines for Intervention Presenting Author: Karin Lifter (USA)
Affiliation: Northeastern University, Boston Co-Authors: Emanuel Mason, Haley Medeiros
This presentation centers on an analysis of object play in a new cross-sectional sample of 203 children developing with delays, given variations across the literature. Children included those with autism, Down syndrome, and language delays from diverse backgrounds in the northeastern United States. Thirty-minute play observations were taken at 8-, 12-, 18-, 24-, 30-, 36-, 42-,48-, 54-, and 60-months of age, video recorded in children’s homes. Analyses focused on frequency and variety of examples expressed within highly differentiated play categories. The children’s play was compared to 289 typically developing children from similar backgrounds, observed contemporaneously in the same paradigm. The groups were comparable in engagement with toys (frequency). Children with delays also expressed the same play categories, but with less variety and at later ages in more complex categories. Specific difficulties were identified for children with autism and children with Down syndrome. Guidelines for intervention include incorporating play across developmental domains.
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