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Use of Child Centered Play
Therapy Responses in a Child
Care Setting
The use of Child Center Play Therapy (CCPT) techniques by caregivers Joel H. Muro, Lilia
can be effective in encouraging emotional and social development in Lamar Muro, Katherine
children. Kensinger Rose, Lindsey
Webster & Cassie Allen
The communication process between care providers suaging children’s emotional reactions that may surface
and children can, at times, be complex. Young children in a childcare setting. Ideally, the use of the responses
typically lack the verbal language necessary for complex would strengthen the connection between adult and
emotional expression. In this work, the authors contend child, allowing the provider to enter the world of the
that using some basic child centered play therapy (CCPT) child. When early childhood educators and therapists
techniques would be beneficial in enhancing communi- combine their expertise in the child care setting, envi-
cative patterns in a childcare setting. The use of CCPT ronments that once were deemed frightening to children
responses by caregivers can be effective in encouraging may become welcoming and reassuring.
emotional and social development in children. Because Play therapy offers a unique opportunity for children
child care providers spend a great deal of time with chil- to explore their feelings and problems through play, the
dren, this approach may lead to a more nurturing and medium with which they are most comfortable. Play
stable relationship than parents are able to provide. therapy is commonly offered in a therapeutic setting,
Research conducted by the authors has indicated that but is infrequently found in childcare facilities, as many
CCPT in a preschool, primary school, and a variety do not employ a play therapist. The authors contend
of other settings with children can be beneficial to the care providers can also apply some basic principles when
child (Stickley, V. Muro, J, & Blanco, P., 2013). When interacting with children.
care providers, therapists, and parents work collabora-
tively, the use of CCPT responses holds a great deal of
potential. The frustrations that seem to exist, especially
in emotionally charged situations between the child and CCPT can be a
care provider, may disappear altogether with the applica-
tion of many basic play therapy techniques. tool in generating
In order to understand CCPT, a definition is in order. communication.
"Child-centered play therapy is a developmentally ap-
propriate, humanistic, nondirective approach for chil-
dren that includes the use of toys and play-based materi-
als to facilitate a broad range of verbal and non-verbal
expression" (Blanco & Sheely-Moore, 2012, p.66). In Children who experience a positive relationship with
addition, Landreth (2012) suggested that responses to teachers typically are more adjusted to school in com-
children in play therapy should be conducted, "in a parison to those who have not. According to Sepulveda,
way that communicates sensitivity, understanding, and Garza, and Morrison (2011) programs such as Head
acceptance and conveys freedom and responsibility and Start have been established for at risk children with the
is for many beginning play therapists like learning a main focus of preparing them for school. Head Start
foreign language" (p. 211). instructors spend copious amounts of time with those
CCPT responses may assist childcare providers in as- children who are enrolled. This gives them the
Dimensions of Early Childhood Vol 45, No 2, 2017 13
Use of Child Centered Play Therapy Responses in a Child Care Setting
A
V
ke,
ur
ch), B
eschool (Community Chur
r
tesy of Knollwood P
Cour
Play equals work for young children.
opportunity to provide a more noteworthy reduction in “internal- p. 53). As a child is able to use play
consistent and nurturing relation- izing behavior problems” (p. 15). to act out his/her fear and anxiety
ship than primary caretakers do Overall, research by Sepulveda et al. from abuse, he/she gains power over
(Sepulveda et al., 2011). In work- (2011) suggested that teachers are repetitive behaviors that can be all
ing with children from challenging more than able to learn therapeutic consuming. The child gains strength
backgrounds, CCPT can be a tool in skills such as reflection of content, and confidence over a past history of
generating communication. meaning and feeling(s) and that the hurt through the use of play.
Most children do not have com- use of those skills results in a positive Children are given the opportunity
plex verbal and reasoning skills change of behavior in children. to exhibit and overcome their fears
(Wells, 1987; Bruner, 1981; Bloom, Research by Stubenbort, Don- through the use of play. Studies have
2002). It can be very difficult for a nelly and Cohen (2001) indicated repeatedly shown that play is the
child to fully understand the range that when children can use play in preferred method of treatment with
of emotions that accompanies dif- a structured environment such as a young children, and the outcome
ficult life situations. According to classroom they are able to demon- is overwhelmingly rewarding for
Sepulveda et al. (2011), “in such strate their concerns. A keen observ- both child and therapist. The use of
cases, play therapy can be used in er may gain insight that he or she play therapy in the classroom can
order to assist children in creating may not benefit as effectively other- be rewarding on many levels. Not
responses to difficult experiences by wise. Furthermore, “play therapy is only does the child benefit through
using a language that comes natural said to decrease internalizing behav- the use of play but also the teacher
for them, play” (p. 13). They fur- iors, interrupt externalizing behav- and classmates do as well. Through
thered that children with teachers iors, and address trauma-repetitive CCPT, a child is able to work
trained in play therapy showed a behaviors” (Stubenbort et al, 2001 through maladaptive behaviors in a
14 Vol 45, No 2, 2017 Dimensions of Early Childhood
Use of Child Centered Play Therapy Responses in a Child Care Setting
safe environment, thereby increasing the child’s development. Childcare tives is easily accessible (Erikson,
his or her social skills and adaptability. providers are among this group of 1950/1963; Piaget, 1962; Smilan-
adults who are crucial to children. sky, 1990; Vygotsky, 2004). Most
Industry vs. Inferiority Childcare providers are an impor- agree that the work of a child is
tant component when considering play, and it is through hands-on
During the elementary years, Erik- how children learn, develop social manipulation of objects that they
son (1950/1963) described the child interest, enhance goal setting, create master their environment. Piaget
as one who “learns to win recogni- a solid work ethic, form healthy rela- (1962) and Erikson (1950/1963)
tion by producing things” (p. 259). tionships, and build autonomy and both acknowledge the importance
According to Erikson, it is during self-esteem (Illig, 1998). of the child’s own body as the center
this stage that children begin to The ability of caregivers to support of play. Piaget theorized about and
evaluate themselves based on exter- children’s autonomy is an indicator investigated the importance of play
nal standards set by others. Erikson of meeting the child’s psychologi- to cognitive development. The idea
stated, “The child’s danger, at this cal needs. This push for autonomy, that a child’s behavior and thoughts
stage, lies in a sense of inadequacy while in a supportive environment, are separate but connected through
and inferiority” (p. 260). More sim- results in higher self-esteem and a play is arguably his most important
ply stated, the developmental task of greater sense of identity (Coatsworth hypothesis. Through meticulous
the child during the elementary years & Conroy, 2009). play observations, it is evident that
is to gain a feeling of productiveness play allows children to express their
and acceptance for that produc- inner desires, feelings, problems, and
tiveness. Erikson stated, “We have anxieties (Piaget, 1962).
pointed in the last section to the The work of a child Child-Centered
danger threatening individual and is play. Play Therapy
society where the schoolchild begins
to feel that the color of his skin, the
background of his parents, or the Child-centered therapy, derived
fashion of his clothes rather than his from Carl Rogers’ (1951) theoretical
wish and his will to learn will decide In an effort to help early childhood framework, is the approach many
his worth…” (p. 260). Working educators foster positive develop- child centered counselors use with
with children from an Eriksonian mental outcomes in children with children and adult clients. Virginia
perspective requires that adults focus whom they work, we are advocat- Axline (1969/1982) utilized Rogers’
mostly on the “wish and the will” ing a new communicative model concepts to develop child-centered
(p. 260) in providing children with for caregivers to accomplish goals play therapy (Axline, 1950; Ginott,
feedback on their actions, behaviors, related to the fostering of emotional, 1961; Guerney, 1991; Landreth,
and academic, creative, or athletic physical, and social development. By 2012; Moustakas, 1951; Ray, 2004;
endeavors. This has important impli- integrating play therapy principles Rogers, 1951).
cations for early childhood educators of unconditional positive regard and The relationship created in play
who may be focused on outcomes or techniques such as reflection of feel- therapy gives children the autonomy
behavior more so than the process ing into their teaching and behavior to express themselves in the precise
of being. Allowing children to be, to interventions and using a develop- moment. In the therapeutic setting,
feel and to connect to the self can be mental approach in understanding children are given the freedom to
of benefit. children’s behaviors and needs, child act without the pressures of exter-
care specialists/ early childhood edu- nal expectations, offering them the
Childcare Providers and cators may be able to influence chil- therapeutic benefits of play proposed
Developmental Influence dren positively in multiple domains. by Erikson (1950/1963) in his theory
There are a variety of discussions of psychosocial development. Children
As children begin to mature and and viewpoints of play by well-noted have the power to decide how they will
separate from their parents, exter- scholars. A surfeit of information use play to express themselves through
nal people become influential in analyzing play from diverse perspec- this non-directive style (Axline, 1950).
Dimensions of Early Childhood Vol 45, No 2, 2017 15
Use of Child Centered Play Therapy Responses in a Child Care Setting
premise that play is the child’s mode
of self-expression (Schaefer, 1985).
In order to truly understand the
world of the child, the play thera-
pist employs a variety of techniques,
foremost being the presence of the
caring therapist and the ability of
the therapist to accurately track and
communicate empathically to the
child. While all facilitate growth and
movement, the authors hypothesize
that reflective listening, a standard
technique used by all play therapists,
is the procedure that may best assist
caregivers in more effectively com-
municating with their players.
Reflective Listening
Verbal tracking, reflection of con-
tent, and reflection of feeling are re-
flective listening techniques that may
exasbe employed by the caregiver who
T
wishes to use CCPT. The authors
concur with Bratton and Landreth
an Antonio, (2006), regarding to how to most
e-K 4, Seffectively use reflective listening.
r Verbally mirroring and validating
children’s presence describes verbal
tesy of Ptracking. For example, when a child
runs down the field to catch a pass,
Reflective listening can strengthen adult/child relationships. hoto Couran appropriate tracking response
P would be “You are jumping up and
down about your catch.”
A relationship develops between (Frost, Wortham, & Reifel 2005; Reflecting content is a technique
children and therapists, centered Landreth, 2012). used to convey a sense of compre-
on the play therapy materials. This In order to understand the child’s hension as to what children are stat-
coincides with the adult’s hope that conscious and unconscious world, ing. Because of the frequent misun-
play can be therapeutic and heal- it is imperative to be a mindful and derstanding of reflecting content as
ing (Frost, Wortham, & Reifel, active, but non-invasive and non- parroting, restructuring children’s
2005). Consistent with Erikson’s directive, participant of the child’s responses is strongly advised. For
(1950/1963) ideas about the thera- play (Bettleheim, 1987). Adults example, “I drank my water without
peutic benefits of play, child-cen- use speech as their natural form of spilling!” might prompt a reply of,
tered play therapy posits that play is communication, but children are “You got it up to your mouth and
often symbolic, offering insight into not as comfortable with using speech back down on the table!” Using
the struggles and terrors that might as their primary communication reflection of content is a basic form
be haunting the child. Play is consid- tool, seeing as verbal skills are not of connecting with children.
ered the child’s language, with toys as adroit as their older counterparts. In order to develop empathy and
being the child’s worlds, which cata- Play therapy is supported by the communicate understanding of the
lyze communication and expression
16 Vol 45, No 2, 2017 Dimensions of Early Childhood
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