Teaching Object-related Play Skills to Preschool Children with Developmental Concerns

The distinction between general early childhood education and special education on the issue of the essential characteristics of play, developmental appropriateness, and an emphasis on teacher directiveness, external contingencies, and correct products may help explain the relatively small body of work focused on teaching preschool children with developmental concerns how to appropriately engage in play with toys. Appropriately designed intervention is not only compatible with the concept of play, many children require intervention to support their continued development. The purpose of this paper is to explore the applied research in which object-related play skills of preschool children with developmental concerns are enhanced through intervention strategies. Guidelines for teaching toy play will be presented and strategies to promote generalisation and maintenance will be discussed.