Missiuna C, Pollock N
Department of Special Education, Ontario Institute for Studies in Education, Toronto, Canada.
Am J Occup Ther. 1991 Oct;45(10):882-8. doi: 10.5014/ajot.45.10.882.
Self-initiated free play experiences are vital for the normal growth and development of all children. In this paper, children with physical disabilities who are deprived of normal play opportunities are viewed as having a second disability that hinders their potential for independent behavior and performance. Physical, social, personal, and environmental barriers that may limit the play experiences of children with physical disabilities are delineated. Studies of the interactions of these children during play are discussed, and a case is made for the promotion of active, free play in the home, the school, and the community. As facilitators of this process, occupational therapists must consider a variety of factors, including the unique capabilities of the child, the influence of parent-child and peer relationships, the role of other caregiving adults, the adaptation of toys and materials, and the impact of the environment and setting.
自主自由玩耍体验对所有儿童的正常成长和发展至关重要。在本文中，被剥夺正常玩耍机会的身体残疾儿童被视为存在第二种残疾，这种残疾阻碍了他们独立行为和表现的潜力。文中阐述了可能限制身体残疾儿童玩耍体验的身体、社会、个人和环境障碍。讨论了对这些儿童玩耍期间互动情况的研究，并提出了在家庭、学校和社区中促进积极、自由玩耍的理由。作为这一过程的促进者，职业治疗师必须考虑多种因素，包括儿童的独特能力、亲子关系和同伴关系的影响、其他照顾成年人的作用、玩具和材料的适配性以及环境和场所的影响。
