On the Meanings of Functional Play: A Review and Clarification of Definitions. (August 2022)

• Record Type: Journal Article
• Authors: Sidhu, Jeevita; Barlas, Natasha; Lifter, Karin
• Is Part Of: Topics in early childhood special education. Volume 42:Number 2(2022)
• Page Start: 189
• Page End: 201
• Publication Date: 2022-08
• Subjects: play -- assessment -- descriptive studies -- research methodologies; Children with disabilities -- Education (Preschool) -- Periodicals; Child Development -- Periodicals; Education, Special -- Periodicals; Enfants handicapés -- Enseignement préscolaire -- Périodiques; Éducation précoce; Éducation préscolaire; Éducation spéciale; Enfant handicapé; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.905
• DOI: 10.1177/0271121420951859
• Languages: English
• ISSNs: 0271-1214

Abstract

The term functional play is used widely and variably in serving young children who have developmental delays, affecting its use in research and practice. It also is confused with play as a functional goal. We reviewed studies that used the term. Of 146 reports, less than half included a definition. We organized those with definitions into two groups: one in terms of appropriate use of toys and the other in terms of motor activities. We conclude that the toy-directed focus subsumed in appropriate use is subject to wide variation in interpretation, and it should not be used as a category of play. It does not explicitly take into account children's developmental progress in play. We recommend the term should be reserved for activities that support engagement and interest. Such activities represent play as functional for a child, requiring an understanding of children's progress in play, which is play that is child-focused.