Key practices
Play takes many forms, and children will make their own choices about how to play in the environments and with the materials they find (as is evident when infants and toddlers are more interested in the empty box than the toy that came in it!).
Adults can encourage young children’s play by providing evocative spaces and play materials. However, the most important way to help young children process their experiences through play is to be present. Be willing to follow the child’s lead, take on roles assigned to you, listen, respond and validate the child’s feelings and observations. It is also important to know when to keep out of the way, guided by what the child asks for and expresses. Be curious about their thoughts and feelings and careful not to impose adult interpretations or expectations on their play.
It can be helpful to think about different kinds of play and what materials and environments may help. However, be prepared for children to play in unexpected ways.
Pretend play
Young children enjoy role-playing in various ways, using dress-ups, props, dolls, stuffed toys or puppets. Everyday toys such as small cars and vehicles, toy animals, buildings and so on may support them to play out events that have occurred. Blocks, cardboard boxes and sand are all good for creating environments, knocking things down and rebuilding.
Art, craft and creative expression
Provide children with various materials they can use to draw, paint or create collages. Tactile materials like clay, plasticine or play dough can give children a lot of fun and satisfaction in addition to the sense-making aspects of their art. Found objects, fabrics and natural materials like bark can all be used.
Encouraging children to express themselves creatively through different mediums like dance, drama, music, and in personal or community art projects can be therapeutic. Provide materials and (where possible) space for them to create their own plays, songs or dance routines.
Sensory play
Sensory play can help children calm and regulate their emotions. Provide opportunities and equipment for activities that engage the senses, such as playing with water, sand, clay, paint or rice, and using sensory containers/bins filled with various textures.
Large play
Many children like to ‘drive’ toy bikes, tricycles or sit-in cars. They may use these to represent emergency vehicles. Sand diggers and other large equipment that requires manipulation can provide a sense of mastery while the child processes their understanding of, for example, response and rebuilding activities.
Structured games and activities
Some games and activities are specifically designed to help children with aspects of recovery from disasters, for example the Birdie’s Tree online games and Fun with Birdie activity book. Encouraging games and activities that are not specific to disasters is also helpful. Those that require teamwork and cooperation can help children develop social skills and feel supported by peers. Activities like building a fort together or playing cooperative board games can foster a sense of unity and collective achievement. Phoenix Australia has developed a list of activities for children and adolescents with no supplies needed.
Playmates
Young children’s play usually evolves organically rather than being organised in advance. Sometimes children will process their experiences by playing on their own. Other times they may play group games, for example ‘Let’s play firefighters’. Encourage children to play with peers and siblings, as collaborative play can provide social support and foster a sense of connection and belonging. When children are working through difficult events it can be helpful for parents, educators and other caring adults to let one another know about the recurring themes in a child’s play so the ‘work of play’ they are doing can be supported across care settings.
Nature play
Encouraging play in natural environments can have a calming effect on children and help them feel grounded, especially after a disruptive event like a disaster. Engaging with nature can provide a sense of normalcy and stability and help children process their experiences. It is also crucial to acknowledge that, following a disaster, children may perceive the natural environment as potentially threatening. However, nature play can help rebuild trust and comfort with these surroundings. The following are some examples of nature play activities and their benefits.
- Creating structures with natural materials can be symbolic of rebuilding after disaster and provide a sense of mastery and control.
- Gathering natural items can be soothing for children and offer a sense of connection to the world around them. Organising scavenger hunts for natural items can encourage exploration and focus, diverting attention from distressing memories.
- Walking through or playing in natural settings can provide sensory stimulation and a calming backdrop, helping to reduce anxiety and stress.
- Engaging in gardening or re-planting natural environments can be therapeutic, symbolising growth and renewal. It provides a sense of purpose and a tangible way to contribute to recovery.
- Using natural materials to create art projects can help children express their feelings and experiences in a non-verbal way.
