| Guidelines and Strategies for Children with Special Needs/United States/ 2010 |
It presents guidelines so that CSHCNs have a welcoming environment to play and develop their skills and the empowerment of families. In addition, it illustrates how actions and play should be implemented for each condition (chronic, sensory, or cognitive). |
To create a welcoming environment for playing and illustrating play by adapting it so that children with different conditions (chronic, sensory, or cognitive) can participate. |
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Bring a toy closer to the child.
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Develop actions that stimulate the senses (touch, sight, and hearing).
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Talk to the child about what is being done with them.
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Repeat the same play more than once.
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| Care for Child Development. Guide for Clinical Practice/Global Recommendations/2012 |
Clinical sessions: Play and communicate with the child using activities and toys appropriate to their age and condition (not specific); be sensitive to the child›s conditions and respond appropriately.
Ask the caregiver questions to understand how he plays and communicates with the child at home and observe their interaction.
Be sensitive to the child’s condition and respond appropriately to their signals.
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Take advantage of the child’s experience by calling him by name or showing him an object of interest, looking him in the eye. Observe the responses of children and caregivers to recreational and communication activities. |
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O Direito de Brincar. Um Guia Prático para Criar Oportunidades Lúdicas e Efetivar o Direito de Brincar /Brazil/2013 |
The material highlights inclusion and equality so that all children have the right to play. It reinforces that play facilitators must ensure that children with disabilities are included in art, music, dance, theatre, and stories. |
All children should have their right to play guaranteed and be included in art, music, and stories.
Adults are needed to be agents of playing in groups of children.
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Play and sing music, move and dance for the child.
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Offer objects that the child can grasp and that make sounds (rattles).
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Tell stories using interactive books.
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Exploring natural environments and contact with plants, insects and pets.
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Manage programs and play spaces near the bed.
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Focus on potential rather than lack of ability.
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Incluir Brincando. Guia do Brincar Inclusivo /Brazil/2012 |
Selection of toys, plays, and games that allow children to interact and participate, regardless of their characteristics. |
Select toys, plays, and games that facilitate the child’s interaction and participation.
Toys must have bright colors, as they are stimulating and help those with low vision perceive contrasts and those that produce a sound: storybooks, music, and puppets.
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Select toys, plays, and games that facilitate the child’s interaction and participation.
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Selecting toys with bright colors is stimulating for children with low vision to perceive contrasts.
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Select toys that make a sound.
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Use stories published in the form of sound and music books
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Use puppets in storytelling.
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Diretrizes de estimulação precoce: crianças de 0 a 3 anos com atraso no desenvolvimento neuropsicomotor /Brazil/2016 |
It lists interactive plays and actions for children aged 0 to 3 to stimulate the neuromotor development of children with microcephaly. |
Stimulate residual vision, tactile and sound perception during play with other children and caregivers, presenting objects within a visual field of 20 cm, accompanied by verbal stimulation.
Encourage parents or guardians to interact with the child and establish communication and mutual affection.
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Use large toys and objects adapted to the child and their sensory functions (auditory, tactile, proprioceptive, and vestibular) so that they look and move their head (if they have trunk control) towards the object, talking to them
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Use objects of varying sizes and types, coloured with high contrast (yellow and black and or red and white), bright and illuminated.
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Use sound toys (rattles) in their field of vision and or horizontally, moving them back and forth slowly.
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Use different textures for tactile stimulation, for example, grains, sponges, cotton, among others.
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Provide mobiles, rattles, musical toys to bite, and toys that float.
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Play hide and seek.
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| Sit Less, Move More, Sleep Well: Active play guidelines for under-fives/New Zealand/2017 |
Examples of play with children over five that are important and contribute to the development process are given. The guide includes an approach to children with disabilities without specifying how to do and what to use in play with this group. |
Using music, moving colored objects around so the child can look for them, using a bathtub to promote water activities, and encouraging play outside or in parks. |
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Use music as a sound stimulus.
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Move colored objects around so that the child looks for them.
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Put some water in the bathtub so that the child keeps skin contact with the water.
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Promote water activities in safe conditions.
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Encourage play outside or in parks whenever there are opportunities.
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Guia ilustrado para cuidadores de crianças com deficiências neuromotoras /Brazil/2017 |
It includes information on the management of care for children with neuromotor disabilities. Presents plays and activities, recommending correct positioning that promotes neuromotor development. |
Bathing is an excellent opportunity for adult-child interaction. Let the child explore the water and have fun with it. Use sponges with different textures and shapes to apply to the child’s body; use toys or simple objects for bathing. Sieves, cups, and jars can be used for playing and stimulating the child’s perception.
If possible, carry the child looking straight ahead so that they receive a greater variety of stimuli and interact better with the environment.
Squares and parks are excellent for children to meet other children and receive different stimuli from those they already have at home. Like any other child, they will have fun touching plants and animals.
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In the bath:
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Let the child explore the water and have fun with it.
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Apply sponges with different textures and shapes to the body.
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Use toys or simple objects during the bath (cups and pots stimulate the child’s perception).
In mobility:
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Carry the child looking straight ahead so that they receive the greatest variety of stimuli and interact with the environment, whenever possible.
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Encourage them to meet other children outdoors so that they receive different stimuli.
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Encouraging them to touch plants and animals helps with fun and entertainment.
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| South Australian Government. Inclusive play: Guidelines for accessible playspaces/Australia/2019 |
The Guide directs the creation of spaces that promote inclusion and playing, creating sensory and interactive experiences. |
Sensory play using objects with different textures.
Parks with inclusive toys, with elements within the child’s reach, and with wheelchair access.
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| Sensory Design Guidelines: Inclusive Children’s Treatment Centres/Canada/2020 |
The material proposes guidelines for designing sensory and inclusive environments in children’s treatment centres to improve experiences and well-being. In addition, it also proposes the development of a sensory environment matrix that will address the five senses (hearing, sight, touch, smell, and taste). |
Create outdoor spaces having contact with elements of nature (earth, leaves, water), which contain objects with smooth, rough surfaces and or soft textures; and use music and musical objects to promote interaction with children or ambient music to keep them relaxed, can promote interest, engagement and increase tactile stimulation. |
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Create outdoor spaces for sensory stimulation using the elements of nature (earth, leaves, water) and surfaces and objects with different textures.
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Use music and musical objects to promote interaction with the children or ambient music to keep them relaxed.
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