Originally published in the The Theraplay® Institute Newsletter of Fall, 1995

Applications of Theraplay in Early Childhood Classrooms

Doris Martin, Ph.D.

James Madison University Harrisonburg, VA

When introduced to Theraplay most classroom teachers and school counselors immediately recognize the value of this intervention in classrooms with young children, especially for those children whose behavior is disruptive or otherwise maladaptive. Preschool through 3rd grade teachers in western Virginia have taken the model of Theraplay as described in Play With Them by Rubin and Tregay and have modified and used it in accordance with their own particular classroom needs and style of teaching.

One seasoned kindergarten teacher whose class had over six children with severe unmet needs said that Theraplay sessions were what "saved" the year for her. In her case the Rubin and Tregay model was followed very closely during the thrice weekly sessions. In addition the Theraplay dimensions and rules were used to identify appropriate strategies to respond to particular problem behaviors throughout the day. Similarly, Theraplay sessions held once a week by a preschool teacher were helpful in identifying several areas of emotional/social needs despite the lack of obvious problems. A third grade teacher in an affluent suburb found that weekly Theraplay sessions spilled over into journals, class discussions and peer interaction. In her class of 18 children the checkups and lotioning alone took nearly 20 minutes! Eight year olds, despite their independence and grown-up facade, took the session very seriously as they talked about their scratches and bruises as well as hurt feelings.

Still other teachers have chosen to use only portions of the Group Theraplay structure. For example two primary grade teachers chose to use the play activities as a way to help children become more aware of their interaction patterns and feelings toward each other. The games were played without explanation and then children were asked to share what they had learned through the experience. Their enthusiasm and insight went far beyond the expectations of the teachers. Two kindergarten teachers have used the Theraplay opening rituals and games but vary the session to include open and democratic discussions of children's and teachers' concerns. Discussions range from how to divide the legos, to the girls who wore dresses being bothered by the boys. One teacher chose not to include the ending food share because she felt that it would be misunderstood by other teachers and parents. Though the effectiveness of Theraplay may be compromised by selecting only certain parts, the separate components were found to have important benefits.

The common element for all of these teachers is the realization that as educators we must give more attention to the social and emotional needs of the children, not in reaction to misbehavior, but in meeting the needs at the developmental level at which they began. Our school curriculum is strengthened when teachers provide playful, yet teacher-directed or structured experiences that challenge, intrude on and nurture the whole child. We must recognize that a proactive curriculum is needed to help children who come to our classrooms not knowing how to negotiate relationships successfully.

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