Play therapy as a tool to foster autonomy, initiative and socio-emotional learning in children with down syndrome.

INTRODUCTION

In India, where the right to education is a fundamental right, it still remains an unfulfilled entitlement for disabled children due to their limited psychological skills. Imparting psychological skills to disabled children requires strategic planning and technique. Play can be a useful and effective tool to provide psychological skills to children.

AIM: The current research aims to explore the impact of play therapy on autonomy, initiation, and social-emotional learning among children with Down syndrome.

MATERIAL AND

METHODS

The study uses the mixed research approach and adopts a three-phase intervention approach (pre-intervention, intervention, and post-intervention) with 15 children aged 10-16 years, utilizing purposive sampling and a self-constructed Behavioral Manifestation of Milestone Scale. In the present research, the framework analysis was performed for the analysis of the data collected through the case study method.

RESULTS

Results highlight significant enhancements in emotional management, social interaction, and teacher communication regarding challenges, comprehension of instructions, and sharing behaviors. The identified themes are personal and family background, behavioral and social challenges, coping mechanisms, intervention and support, outcomes, and progress.

CONCLUSION

The findings suggest that play therapy not only aids expression but also fosters holistic development in children with Down syndrome.