"Play permits the child to resolve in symbolic form unsolved problems of the past and to cope directly or symbolically with present concerns. It is also his most significant tool for preparing himself for the future and its tasks." Bruno Bettelheim "

For children with Cerebral Palsy, play therapy has the added benefit of developing physical skills.

Play is an essential activity for all children. This is where real learning begins. In the home setting, one of the most important things you can do for you child's development is just putting them on the floor. A child's earliest independence comes from exploring the world, using whatever mobility he has, from a position where he is free to do so. Putting a child on the floor, even if they have limited mobility, at least provides the opportunity to explore. Time spent lying on the floor with a few toys around will be a valuable opportunity to exercise early self-help in play and mobility. Because some children with cerebral palsy are more limited in their physical ability, it may not be easy for them to engage in spur-of-the-moment play, so give your child any help they may need to make sure they enjoy their playtime. Obviously, not all toys will be fit for all children, because cerebral palsy varies so greatly, from a very mild disability to total immobility. Here are some guidelines to help in toy selection: 

• 1. Multi-sensory appeal
  • Does the toy respond with lights, sounds, or movement to engage the child? Are there contrasting colors? Does it have a scent? Is there texture? 
•  2. Method of activation
  • Will the toy provide a challenge without frustration? What is the force required to activate? What are the number and complexity of steps required to activate? 
•  3. Places the toy will be used
  • Will the toy be easy to store? Is there space in the home? Can the toy be used in a variety of positions such as side-lying or on a wheelchair tray?
• 4. Opportunities for success
  • Can play be open-ended with no definite right or wrong way? Is it adaptable to the child's individual style, ability, and pace?
• 5. Current popularity
  • Is it a toy that will help the child with disabilities feel like "any other kid?" Does it tie in with other activities like books and art sets that promote other forms of play?
• 6. Self-expression
  • Does the toy allow for creativity, uniqueness, and making choices? Will it give the child experience with a variety of media?
• 7. Adjustability
  • Does it have adjustable height, sound volume, speed, and level of difficulty?
• 8. Child's individual abilities
  • Does the toy provide activities that reflect both developmental and chronological ages? Does it reflect the child's interests and age?
• 9. Safety and Durability
  • Does the toy fit with the child's size and strength? Does it have moisture resistance? Is the toy and its parts sized appropriately? Can it be washed and cleaned?
• 10. Potential for interaction
  • Will the child be an active participant during use? Will the toy encourage social engagement with others?

Always be sure that the child's toys are accessible to her and that she has some way of letting you know what she wants to play with. As they get older, and depending on the severity of their disability, they will be able to indicate which toy they want in a clear and certain way. You must ensure, however, that they don't miss out on the early opportunity to make choices when they play. As early as possible, you should come up a system that lets your child let you know what he wants. This system might be made up of speech or signs, or as they get older through picture boards or electronic devices.

No matter how old your child is, playing is a very valuable area of their therapy. It not only helps to release stress, it can also help their development, and sometimes speed it up. Play also makes children laugh, which we all know is the best medicine. Playing also increases hand-eye coordination, can aid in developing fine motor skills, and as they get older, can aid in developing their gross motor skills, such as playing with balls, tee ball or other backyard athletics.

Oftentimes, parents of disabled children can easily get caught in a trap of thinking they must always control their child's positioning and activities, but all children must have the chance to learn from experience. If you are offering a lot of stimulation to your child, there has to be an opportunity for them to show you what they have learned (input and output) by being allowed to roam free occasionally. Putting your child on the floor and letting them play and explore will give them a chance to not only learn more, but to show you what they have learned already.

Though it may not always be practical or possible, involving peers can greatly increase the chance for success in improving physical skills if the child doesn't always pay attention to the suggestions adults make. It has the added benefit of the other children getting a better understanding of their friend which, will spill over into other areas, such as school. The following link tells a story which illustrates how powerful this can be:

http://www.dinf.ne.jp/doc/english/global/david/dwe001/dwe00162.htm

Activities that seem like play to a child often have a hidden motive. For instance, games involving "spotting the difference", or pointing out which part of a picture or drawing does not belong, help the child's neurological development. Obstacle courses, ball games, playing in the sand and even make believe not only help the child's mental development, but also their motor skills, balance and coordination. As these areas of development are usually more difficult for children with cerebral palsy, frequent play is a fun and easy way for a child to practice trouble zones, and they won't even know that they're getting "therapy" at home! This is an area where friends and family can be fully involved in the therapy of your child's development.

When a child is receiving play therapy, ask the therapist about positioning your child for play and what appropriate adapted equipment may be used, such as:

• wedges
• rolls
• bean bag chairs, and
• Tumble Form equipment

Show these ideas to teachers and other caregivers.

The therapist may make recommendations to the parents, such as the ones that follow, so that the child can get the most out of what the therapist is working on during their sessions with the child by reinforcing it at home.

• Make certain your child changes positions frequently. Children should play on the floor as well as in a chair.
• Position your child with both arms forward when playing with toys. If you are guiding the child's hands, make certain that the child can see what is happening..
• Talk to your child at the child's eye level.
• Give your child ample time to respond to what you say.
• Maintain a good balance between noisy, active play and quieter, less strenuous activities.
• Present toys that encourage your child to reach and grasp with the hand that is more difficult to use, but allow the child to use whichever hand he chooses.
• When helping your child put on clothing, put the more affected arm or leg into the clothing first. Move slowly, never forcing movements.
• When walking with your child, take the more affected hand.
• Encourage two-handed activities such as rolling clay or throwing a large ball, but do not insist that the child use both hands.
• Children with physical difficulty need to get stimulation from as many sources as possible; provide toys that have interesting things to see, hear and feel.
• Research on play therapy, both qualitative and quantitative has shown that it is highly effective in many cases. As Mary Poppins said,

"In ev'ry job that must be done

There is an element of fun

You find the fun and snap!

The job's a game"