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Adult Child Play Sequence

Starting Out
  • Sit on the floor or Resonance Board near the child with a treasure chest of some toys or objects.
  • Rummage among the toys to produce sounds.
  • Tap some of the objects against the floor or table.
  • Drop some of the toys just next to you or at a distance from you


Adult/child play
  • Roll objects made from different materials over the floor.
  • Turn objects around in an audible way.
  •  Place the box with toys in front of or near to the child.
  • Do not talk directly to the child but talk aloud to yourself.
  • Now and then stop playing, and observe the expression on the child’s face.


  • If the child’s expression denotes “more please”, then say “do you want me to do that again? Okay. I will do that”
  • Talk by giving information rather than by training or requesting.
  • If the child throws, say “thank you. That was a good sound you gave me. Now I will give you a sound”.
  • Start by imitating the child.
  • Look at the child’s grasp and imitate it
  • Gradually play ‘putting into’ and ’putting together games’
  • Say what you’re doing eg. I am putting stones into a cup. I am putting straws into a bottle. Now I am going to play the mouth organ.
  • Maybe say
    “now you can get it”
    “may I place it in your hand”
    I am placing it in front of you”
  • Use 2 objects – one for you and one for the child
  • Respond to the child’s actions
  • Remember to communicate


Talking not Training
  • “Oh does it sound like that when I throw a ball too.”
  • “The ping pong balls rolled over the floor”.
  • “The straws won’t always fall out of the bottle when you throw it away. I will pick it up and you can feel and hear that the straws are still there.”
  • “Rubber bands do not fall off the cardboard cylinder when you throw it, but it is possible to take them off now. I will take them off so that you cn hear the sounds.”
  • Imitate babbling into jugs and containers
  •  Build towers


Interaction or ’being together’
  • Sit opposite the child, holding the edge of a bowl with toys or Ping-Pong balls in it. Play push/pull games while singing “me to you and you to me”. (Prelude to rolling a ball.
  • Play Row, row, row your boat
  • “You gave me a sound. Now I want to give you a sound. I will try to make the sound just as you made it.”
  • “That was a weak sound you made for me. Now I shall make another weak sound for you. Now it is your turn. Now mine”
  • Blowing games – into buckets, jugs, tins, cardboard cylinders etc.


The PLAYING child is a WORKING child
  • Remember that it is important to wait for the child to initiate his part of the game and for you to wait without saying persuasive words.
  • Allow the child every opportunity to familiarise himself with the activity.
  •  Allow the child to participate the moment that he wants to do so.
  • Perform the activity slowly so that the child can experience what the adult is doing with the material and can follow what is going on.
  • “you can help me if you like”
  • NO hand over hand
Bring together – being informative
  • “You empty your box of toys and I empty mine.”
  • “I am eating fish and you are eating fish”.
  •  “You have cheese  today and I had cheese yesterday”
  • “I sleep in my bed in my bedroom just as you sleep in your bedroom.”
  • Pour marbles close to the child’s hands
  • Communicate to the child, through the activities an atmosphere of “you can help me” and “ let me help you” suggestions
Self identity – giving the child presents
  • “I have poured milk into your cup” not “there is milk in the cup”
  • “I have put food on your spoon” not “There is food on the spoon”
  • “You can have your things on your shelf. I have things on my shelf” not “we place things here on the shelf”
  • “I will put on your shoes” not “let’s put on your shoes”.
  • Before leaving the child, tell the child what you are going to do next and when you are going to play with the child again. Tell the child that he is welcome to play on his own if he wants to.
Sharing the work
  • Choose tasks that can be done in a few seconds or minutes.
  • Accept the way the child has done the task, no matter how perfectly or imperfectly it is done.
  • Tell the child the part of the activity you have assigned for yourself e.g. “You take off your shoes and then I will take off your socks”.
  • “I have placed food on your spoon. You eat that and I will put more food on your spoon”>
  • “I have built a tower. You knock it down and I will build it up again. This allows the child to know the extent of the task he is supposed to perform as well as learning about what is going on around him.
  • “You kick off your trousers and I will take off your shirt”
  • “You wash your stomach and I will wash your back”
  • “ I will carry the plates to the sink and you can wipe the tray while I wash the plates”
  • “You can open the door for us and I will close the door behind us”.
  • If the child does not perform the task, suggest doing it together. (Interaction). If the child still refuses, the task is either too difficult or has been set up incorrectly. Say “I see today you do not want to do it, then I will do it and you can do it tomorrow or any day you want”.
  • When the task has been set, allow plenty of time for the child to initiate it.
  • Emotional development – 2 years of age
  • “I have to do this or that otherwise you cannot have this or that.”
  • “We cannot play anymore today. You have to get ready to go home.”
  • “Before I go home I must pick up all of my toys”
  • “You must wait a few minutes while I find some new trousers for you”.
  • Allow the child to experience consequences through activities that she is able to perform e.g.
  • “If I am to give you more milk then you have to put your cup on the table”.
  • “If you want to take a bath then you must undress first”,
  • “If you want the egg timer to tick then you must wind it once more etc.
  • Object permanence teaches about ‘having’ and ‘not having’
Based on the material in Are you Blind? Dr Lilli Nielsen