CHAPTER 1

INTRODUCTION

RATIONALE

The early years of a child shape his/her adulthood which then leads to his/her future. This
event is where the most brain development happens, particularly in the first two years of life. Play
serves as a way for children to develop their skills. The term “Under-stimulation” is lack of
communication and play, which, in the long run, might have negative effects on the child’s
learning, mental and physical health. According to Learning through play (early childhood
development) (2019), roughly 80% of brain development is completed by age three and 90 % by
age five. A child cannot wait for formal education for learning to happen.
Being playful or playfulness is innate in a child, we thought that play is only a pass time
and a way for students to enjoy their childhood, however, play surprisingly has a lot of benefits
especially to young learners. Play is crucial in the child’s early development. It helps young
children’s minds to develop not only in the maturing of their language and communication skills
but also in other domains which are the gross and fine motor skills, in their cognitive development,
their social/emotional skills development, their self-help/adaptive development, and spiritual and
moral development. It helps the child develop holistically depending on the play given.
Simple games such as peek-a-boo, shaking a rattle, storytelling, singing nursery rhymes
are important, they do not only help to pass time, but also it teaches them to communicate, develop
their gross and motor skills, and also their listening skills. Activities such as stacking, building and
knocking over blocks allows a child to discover math and science concepts, shapes, gravity,
counting, and balance. Learning first takes place in our homes, and these early childhood games
are important in the fundamental skills of the young learner to prepare them for formal education.
However, in families who are struggling financially, where parents have to endure hours of hard
work to provide for their family’s necessities, they have little to no time for play and their access
to appropriate toys is very limited.

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 A study in Jamaica entitled Jamaican study shows early childhood stimulation intervention
yields later earnings benefits, which was conducted by Lerner, D., & Maclay, K. (2015, July 9), it
showed that poor toddlers with stunted growth were visited once a week for an hour by trained
health workers, who engaged in learning through play, worked with their mothers to support and
encourage this play. Twenty years later, the program is shown to have benefitted the participants
and reduced inequality in later life. They did better in schools, developed better social skills and
will less likely to commit crimes.

REVIEW OF RELATED LITERATURE AND STUDIES ON PLAY AND

DEVELOPMENTALLY APPROPRIATE PRACTICES

PRETEND PLAY IN EARLY YEARS

Learners learn best by doing, according to John Dewey, an American philosopher. It's an
approach to learning with direct experience, meaning learners must interact with his/her
environment to learn and adapt skills. As stated by scholastic.com in The Importance of Pretend
Play, Young children learn by imagining and doing. A child talking to a stuffed toy pretending it
was a real person, this child is giving it action and motion while using a toy to represent something
else. Pretend play is not as simple as it looks. The pretend play process builds skills that are
essential in many developmental domains.
Pretend play is defined as a universal and innate behavior which has attracted much interest
from psychologists over the past 50 years (Fein, 1981). It represents an integral part of most
children’s lives as a way of developing social skills (Denzin, 1975; Garvey, 1974; in primates see
Bruner, 1972); emotional skills (Peller, 1952 on mental hygiene and real-life tensions; Galyer,
2001 on emotion regulation); creative, linguistic, and motor skills (Stagnitti & Unsworth, 2000).
Pretend play is extremely important for young learners, children exposed to a variety of pretend
play activities, structured and unstructured, have greater language and cognitive skills than those
who do not participate in pretend play.
Keeping in mind the focus on a mixture of influences for this pretend play behavior, it is
suggested that Krasnor and Pepler’s (1980) model of play criteria fits into most other theories of

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play behavior. For the play to be maintained and adapted for the child’s development, it demands
flexibility and positive affect. (Smith, Cowie, & Blades, 2016).
When a child uses toys and comes up with a scenario or friends, multiple perspectives
occurs naturally. According to Hughes (1999), taking on different roles allows children the unique
opportunity to learn social skills such as communication, problem-solving, and empathy. The
enhancement of the child’s capability for cognitive flexibility, and also, creativity, are important
benefits of early pretend play of a child (Russ, 2004; Singer & Singer, 2005). In longitudinal
studies by Russ, 2004; Russ, & Fiorelli, 2010, they found that early imaginative or pretend play
was associated with increased performance in creativity years passed. Root-Bernstein’s research
with clearly creative individuals such as Nobel Prize winners and MacArthur Foundation “genius”
grant awardees, indicated that early childhood games about make-believe worlds were more
frequent in such individuals than in control participants in their fields (Root-Bernstein, 2012).
Additionally, a psychologist named Sandra Russ (2004) identified different cognitive and
affective processes that are linked to pretend play. Her study dealing with play involves fantasy,
make-believe, symbolism, organization, cognitive integration of seemingly separate content, and
divergent thinking (the ability to come up with many different ideas, story themes, and symbols).
Pretend play allows the formation and expression of both positive and negative feelings, and the
modulation of affect, the ability to integrate emotion with cognition (Jent, Niec, & Baker, 2011;
Seja, & Russ, 1999; Slade and Wolf, 1999).

THEORETICAL FRAMEWORK ON PLAY

SENSORIMOTOR–EXPLORATORY PLAY
Sensorimotor–exploratory play consists of the physical manipulation and inspection of
objects, such as grasping, holding, mouthing, licking, banging, and rubbing, by infants. This is the
attempt of an infant to assimilate the objects into his or her existing cognitive structures while also
attempting to adapt to the world by making accommodations to the objects. In further Piagetian
terms, it can be viewed as the infant’s demonstration of secondary circular reactions—that is, the
repetition of interesting events without regard to the social– conventional function of the object.
Sensorimotor–exploratory play emerges and is prevalent around the ages of 2 to 4 months,
extending to the age of approximately 10 to 12 months (Lezine, 1973; Sinclair, 1970; Rosenblatt,

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1977). Thereafter, it declines and is replaced by other, more forms of play. Piaget (1951) noted
that with the development of sensorimotor Stage IV—coordination of secondary circular
reactions—the child’s sensorimotor–exploratory actions develop into something else with the
emergence of the child’s relating of objects one to another. In the domain of play, that “something
else” is relational–nonfunctional play.

RELATIONAL–NONFUNCTIONAL PLAY
In relational–nonfunctional play, infants and toddlers begin to relate objects one to another,
albeit in a nonfunctional or nonconventional manner that is void of social–conventional knowledge
or typical use of the objects. This is very similar to what Piaget observed as the coordination of
secondary circular reactions during sensorimotor Stage IV. It consists of the child stacking,
bumping, nesting, touching, and pushing objects together. During the earlier level of
sensorimotor– exploratory play, the child’s actions were performed on single objects. A notable
change with the emergence of relational– nonfunctional play is that now the child is actively
engaging and acting on more than a single object at a time. A number of investigators have reliably
identified such a level of play as emerging around the ages of 5 to 10 months and being prevalent
during the age period of approximately 6 months through 12 months (Fenson et al., 1976;
Rosenblatt, 1977; Sinclair, 1970).

FUNCTIONAL–CONVENTIONAL PLAY
When children demonstrate functional–conventional play, they begin using objects in play
in manners consistent with these objects’ social–conventional typical uses (e.g., holding a doll,
stirring a spoon in a bowl, pushing a car, kissing a teddy bear). This is known as typical,
conventional, social, and functional use of objects in context. Piaget (1951) viewed this level of
play as one in which the child defines objects by their use through ritualized–conventionalized
schemes and through recognition of objects. At this level, the child reproduces typical actions with
familiar objects; that is, the child reproduces functional, although fixed, recognition actions on
objects with little sense of representation or pretense activity. This level of play is viewed as
presymbolic and a demonstration of the child’s knowledge of the social–conventional use of
familiar objects rather than symbolic behavior per se (Casby, 1991a; McCune, 1993; Rocissano,
1982). According to Bates et al. (1979), this level of play may be viewed as presentational rather

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than representational in that the child is capable of “presenting” highly specific and contextually
supported actions but is as yet incapable of “representing” such actions within less similar contexts.
Zukow (1984) and Casby (1991b) also cautioned that there is little that is symbolic in the play of
children at this level. Certain research reports and assessment procedures have interpreted and
classified such functional–conventional play as symbolic. For example, the Symbolic Play Test
developed by Lowe and Costello (1976) presents children with sets of miniature objects, such as
a doll, cup, spoon, plate, and hairbrush, that allow for little else than typical, functional–
conventional play. There are no designed possibilities within the framework of this test for the
child to substitute one object for another or to engage another level of “agentness” in his or her
play. The scoring system only denotes typical functional–conventional acts, such as “discriminate
handling of doll,” “places cup on saucer,” and “relates spoon to cup or saucer.” The score on this
test of symbolic play is the total number of typical functional–conventional actions performed with
different sets of toys. There are no conventions for scoring the content or quality of the symbolic
nature of the child’s play.

SYMBOLIC PLAY
Decontextualization, Decentration, and Symbolization. For play to be considered
symbolic, it must possess aspects of decontexualization, decentration, and symbolization (Casby,
1991a). The determination of the symbolic nature of a child’s play is based upon the triangulation
of these three aspects, which generally are missing from the previously specified level of
functional–conventional play. Decontextualization is the dissociation of actions from typical
settings and contexts. It is evident in the child’s representation of actions removed in time and/or
space from their routine environs. An example would be the child pretending to sleep when it is
neither nap time nor nighttime. Decentration is a child’s moving of actions away from his or her
self. In Piagetian psychology, it is viewed as the decrease in egocentrism as development proceeds
(Brainerd, 1978). Decentration involves young children performing actions they do not typically
perform by themselves (e.g., writing a check, feeding a baby, drinking tea). Decentration is also
apparent in children’s engagement of other agents in their play. This is reflected in the change-in-
agent aspect of the agent component of symbolic play, where children cause a doll or teddy bear
to perform actions.

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CONCEPTUAL FRAMEWORK ON THE CONDUCT OF PLAY OBSERVATION

Play develops along ordinal levels that range from early sensorimotor–exploratory and
adaptive interactions with objects to fairly elaborated scripted sequences of events. The
developmental framework of play described in this article consists of the following four major
ordinal levels:
1. sensorimotor–exploratory,
2. relational–nonfunctional,
3. functional–conventional, and
4. symbolic.
Within this framework, symbolic play has a number of different nominal types. These
different types of symbolic play are related to the major functional components of symbolic play—
the agent, the instrument, and the schemes components (Casby, 1991a, 1991b). The framework
and functional components presented herein are based upon a sizable body of basic and applied
research that has addressed the nature, content, development, role, and methods of observation of
play of infants, toddlers, and young children (Casby, this issue; see Figure 1).

Sensorimotor–Exploratory
Relational–Nonfunctional
Functional–Conventional
Symbolic

Change in Agent
• Self-as-Agent
• Passive-Other-as-Agent
• Active-Other-as-Agent
Change in Instrument
• Realistic Object
• Substitute Object
FIGURE 1
• Imaginary Object
Schemes
• Single Scheme
• Multiple Schemes
• Complex/Planned Schemes
Figure 1. Developmental framework of play
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RESEARCH QUESTIONS

This observation analysis aims to answer the following questions formulated by the

researchers:

1. Does pretend play has effects on a four-year-old child’s developmental skills?

2. How does pretend play helps the observed child’s developmental milestones?

3. What is the significant effect of pretend play on the observed four-year-old child?

4. Does pretend play helped the observed child in his desired career path? And

5. Aside from developmental milestones, what other developmental skills does pretend play

helped developed in the observed child?

The formulated questions are expected to be answered in the Chapter 4.

ASSUMPTIONS
Pretend play is a creative act. In pretend play, we can observe the creativity as it occurs,
minute by minute. Theorists and researchers in the fields of child development, child
psychotherapy, creativity, personality, and evolution have reached the conclusion that pretend play
and creativity are linked.

We believe these researchers confirm the connection because pretend play affords children
opportunities to express many different processes—cognitive, affective, and interpersonal—
important for creativity. Pretend play constitutes an open-ended event and serves as a tool that a
child uses for a variety of creative purposes. She can use such play, for example, to manipulate
objects, mental images, and representations; to compose stories; to explore an imaginary cave (or
a real one); to rehearse for a trip to the hospital; to recall a memory with many imbedded emotions;
and to express positive or negative affect. This variety of possibilities offers an advantage to an
individual child, but it confounds the individual researcher. This very variety is one of the reasons
for the scattered nature of research in the field of play and creativity: Different children use
different processes in different ways to develop their creative potential.

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 By conducting this observation analysis on a four-year-old child, researchers believe that
pretend play has a drastic effect on the child’s developmental milestones, and it also helped the
child develop holistically, in every domain. The researchers also assumed that pretend play affects
what the child wanted to be in the future. This play does not only help the child’s developmental
skills, but it also helps him/her in his/her desired career.

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 CHAPTER 2

THE METHODOLOGY

This chapter is all about the procedures and methods that the researchers have done to
accomplish the presentation and interpretation of data. The following are included: the child’s
background information, instrumentation, data gathering procedure and data analysis.

RESEARCH DESIGN

The researcher will use qualitative methods for data collection, because, qualitative
research is a process of naturalistic inquiry that seeks in-depth understanding of social phenomena
within their natural setting. It focuses on the "why" rather than the "what" of social phenomena
and relies on the direct experiences of human beings as meaning-making agents in their everyday
lives. Which in return would, allow the measurement of variables and build numbers to reflect the
findings. The design or research instrument that is being used in this study is a Play Checklist
which can be used as a guideline when assessing most children’s development. (Heidemann &
Hewitt, 2010)

Through this design, the researchers would be able to determine the developmental
progression of the child (Smilansky, 1968). The researchers would also be able to observe the
child’s behavior and come up with results, conclusion and implications by the use of assessment
tools provided.

PARTICIPANT(S)

The researchers used Early Childhood Observation Report tool (Early Years Education)
for the researchers gather the data of the child. It includes the diagnosis, background information,
medical history. This tool can help the researchers determine the child’s ability in playing the
pretend play. The Child’s background information is given the by the following:

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EARLY CHILDHOOD OBSERVATION REPORT

A. THE CHILD’S BACKGROUND INFORMATION

The researchers used Early Childhood Observation Report tool (Early Years Education) for
the researchers gather the data of the child. It includes the diagnosis, background information,
medical history. This tool can help the researchers determine the child’s ability in playing the
pretend play. The Child’s background information is given the by the following:

Child’s Personal and Educational Profile

Child’s Name: Xeyon Zurkxees Czarion G. Abrasaldo Date of Observation: Dec. 15, 2019
Child’s Age: 4 years, 2 months Child’s Date of Birth: October 24, 2015

Educational Profile:
Xeyon is a nursery student in Accel Preschool, Digos City. He is very active during class
time. There are times that he doesn’t listen to his teacher in times of discussion but can still answer
the activities. He is participative when there are activities to answer and always excited to answer
the test.
Diagnosis
Xeyon can recognize letters of the alphabet uppercase and lowercase, can produce sounds
of the alphabets and give examples of words that starts with the letters of the alphabet, can identify
shapes and colors, can read numbers 1 up to 20, can count objects 1 up to 20, can arrange sizes of
objects from smallest to biggest or biggest to smallest, can sort and match colors and shapes.

Background information/developmental and/or medical history:

Xeyon is always monitored for he is the only child of the family. All the family members
give quality time to play with him and teach him. He was diagnosed with dengue when he was 8
months old. He can easily catch cold and fever. He loves to watch cooking play on YouTube and
enjoys listening in nursery rhymes songs. He likes to play cooking activities for he wants to imitate
what he had watched. He is energetic when it comes to play especially playing with playmates.

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B. INFORMATION REPORTED BY ADULTS AND CAREGIVERS
Parents- The child is so active. He can memorize and perform well if given one
instruction. He loves to play cooking activities.
Teacher- The child’s behavior in the classroom is he easily get bored when the topic is
discussed repeatedly. He is friendly towards his classmates even though other children would
start a fight he doesn’t have any plans to fight back.
Caregiver- The child is fast learner and will follow our instructions when instructed. He
prefers educational toys like, letters, shapes and numbers than the usual toys. He is keen a
observer and can imitate the videos that he always watch.

INSTRUMENTATION
The tool used by the researcher are discussed. There are two tools that are used in gathering
the data: (a) Play checklist and (b) Observational Report. Play Checklist will be used as a guideline
in assessing the child’s development. The Observational report contains the characteristics of the
respondent such as name, age, diagnosis and educational background.

DATA GATHERING PROCEDURE

The first step before going to the testing proper, the researchers ask permission to the
parents of the child if they are allowed to conduct an observation to the child. Upon approval, the
researchers started the observation. The researchers used gadget like phones and cameras in
documenting the observation and for the researchers to easily determine the development of the
child by re-checking the videos and pictures that have not observed during the observation time.
After data gathering, the researcher now collected the results of the checklist tool and to apply the
statistical treatment to be used with the study.

DATA ANALYSIS
Data analysis is how researchers go from a mass of data to meaningful insights. There are
many different data analysis methods, depending on the type of research. In this analysis,
qualitative data analysis is used, it works a little differently from quantitative data, primarily
because qualitative data is made up of words, observations, images, and even symbols. Deriving
absolute meaning from such data is nearly impossible; hence, it is mostly used for exploratory
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research. While in quantitative research there is a clear distinction between the data preparation
and data analysis stage, analysis for qualitative research often begins as soon as the data is
available. (Kenneth, et al., 2019)
According to Cambridge dictionary, qualitative is relating to the quality of an experience
or situation rather than to facts that can be measured. Therefore, the said observation analysis is
qualitative research because we only have one respondent. By using the assessment tools that we
adapted, the results of the data will be analysed and summarized the variability we have used, not
relying heavily on numerical results.

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 CHAPTER 3

RESULTS AND DISCUSSION

This chapter presents the results, discussion, and the personal insights that the researchers
have gathered through the process of conducting the observation on the child. The following are
included: observation and assessment results, analysis of the results and discussion of findings,
documentation of the play observation, and the proposed originally designed and/or adapted
developmentally appropriate play/play based learning activities.

OBSERVATION AND ASSESSMENT RESULT

Assessment of Play

The assessment is an integral part of instruction, as it determines whether or not the goals
of education are being met. Assessment of Play are usually done to develop and practice child’s
developmental milestones. It is when play is used as the context for evaluating a child’s current
level of functioning and determining if there are areas that requires intervention. Assessment of
Play is a critical part of a high-quality, early childhood program. When educators do an assessment,
they observe a child to get information about what he knows and what he can do. Observing and
documenting a child’s work and performance over the course of a year allows an educator to
accumulate a record of the child’s growth and development. With this information, educators can
begin to plan appropriate curriculum and effective individualized instruction for each child. This
assessment record is also a great tool to share with parents so they can follow their child’s progress
at school, understand their child’s strengths and challenges, and plan how they can help extend the
learning into their homes.

We had conducted an observational play research for a young child named Xeyon Zurkxees
Czarion G. Abrasaldo. He is 4 years old and we have done an assessment of play using a Cooking
Pretend Play for him. We gathered information and some findings based on how he play our given
task for him.

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Play Observation Result

Play Observation is often seen as one of the most simple, yet effective methods of assessing
young children as they develop. For a child care provider or early childhood educator, observing
a child begins with noting how each child behaves, learns, reacts to new situations and interacts
with others. Observation in ECE is the process of tracking student behavior over time. By creating
detailed documentation, educators are able to notice patterns and assess how each child is
developing. Observing the children in your care can help you to better understand the strengths
and weakness of each individual child. Your observations can then guide your programming and
help you make adjustments to your care environment to improve a child’s behavior and facilitate
learning. Regular observation and careful analysis of a child’s behaviors and personality traits can
also help you build a stronger relationship with each child and connect with them in a more
meaningful way.

At the beginning of the observation, the child (Xeyon) was being supervised by the
researchers in the house of the child. The following was noted in the 30 minutes of observation,
in their sala. We have observed the following based on the ways he played:
1. Moved freely about the area, and plans quickly what he want to cook.
2. When asked to what he will cook, he answered quickly.
3. Used physical movement to indicate his needs and wants (gesturing and moving
toward the cooking area).
4. Appeared most content when he had items to manipulate in each hand (cooking toys).
5. Demonstrated an age appropriate cooking grip when slicing an apple toy by using a
knife toy.
6. Made random verbalizations like, “tada” when he finishes his work.
7. Offered his finished product to adults.
8. Was able to use the cooking toy materials using both hands to complete actions.
9. Enjoys manipulating objects, especially cooking toys.
10. Likes to watch videos about cooking.
11. Gets excited when invites to play.
12. Always ask adults like, “what’s your order?”.

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 13. Likes to imitate the role of a chef/cook.

Identification of Least Mastered Developmental Skills/Need

Developmental Skills and Needs are visible especially for young children on reaching their
Developmental Milestones while they grow. Children develop at their own pace, so it is possible
to tell exactly when a child will learn a given skill. However, developmental milestones give a
general idea of the changes to expect as a child gets older. If they do not reach that specific
developmental milestones, it is important to have an early intervention for that specific needs.

Based on our Play Checklist, the identified Least Mastered Developmental Skills/Needs
are his Communication Skills and Social Skills. He also needs to be instructed about the goals he
needs to obtain. And also, he needs to be independent on the things he must do on his own like
taking care of himself.

ANALYSIS OF THE RESULTS AND DISCUSSION OF FINDINGS

Analysis of the Play Observation Results in relation to the Identified Needs

Analysis has an important role for child’s development. Observing them under your
supervision can help you understand the strengths and weaknesses of each individual child. It
can also guide you to make adjustments to on their environments and give you the appropriate
facilities according to their needs.
These are the analysis based on our Observation:
1. Needs a communication system (sign language, communication picture board,
etc.) and a set of functional vocabulary established and supported by all adults.
2. Needs a consistent school routine, firm boundaries and adult-guided play
activities to promote his development to the next level.
3. Needs to have his vision and hearing abilities re-evaluated with
recommendations for school setting.
4. Needs to have learning goals at school aligned with goals at home.
5. Needs to spend time in adult-supported interactions with peers.

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 6. Needs a support plan to promote independence in toileting.

Discussion of the Findings on a Child’s Play in relation, the Identified Needs, and validated
by information reported by the Adults, and the Related Literature or Related Studies

As what we have observed, the child had achieved some milestones that are
developmentally appropriate in his age but, however, there are some developmental skills he needs
to improve that are also being validated by the adults we also invite to observe during play. His
communication skills need to be improved and he must be also exposed to more people to enhance
his social skills. According to Candy Lawson “good social skills require good communication
skills because we communicate verbally and nonverbally, both of these types of skills contribute
to how well students relate to their peers. Children with language problems often have trouble
socially because they have difficulty understanding the words that other children use and/or putting
their ideas into words to express these ideas to others. They can not find the right words to use or
easily put them together in a way that makes sense.” So, teacher must construct an environment
where he can enhance and practice the specific skills he lacks at.

Implications of the Findings to Early Childhood Teaching

A strong body of evidence shows that early learning is vital for children’s future learning
and development so, Early Childhood Teachers has an integral role for the development of young
a child. They are not just merely teaching academic information but, they are also molding the
child. Early Childhood Teachers has also a big help on the identified needs of a child.

We have come up some implications based on our findings to Early Childhood Teaching
based on the child’s result. The teacher must construct a positive and interactive environment for
the child where he can practice and improve his social skills and communication skills. Exposed
the child to many people, including his classmates to promote unity while doing the activities
given. The teacher must have a goal and objectives that needs to be obtained at the end of the class.
The teacher must re-evaluate and child’s vision and hearing and take considerations if it was
proven positive for having problems on the senses of a child, bigger captions for the texts written
and speak clearly and consider the classroom arrangement for the child. They must also have a

16
strong Parent-Teacher Relationship to support child’s need and have the goals aligned on
classroom and at home. And lastly, teach the child to be independent on taking care of himself.

DOCUMENTATION OF THE PLAY OBSERVATION

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18
 PROPOSED SET- UP ON PLAY LEARNING ENVIRONMENT FOR THE
CONCERNED CHILD

Since our chosen Play was a Cooking Pretend Play, we have proposed this kind of set-up
for the concerned child. It has a dining table for foods to be set-up, a sink and cooking area for him
to prepare the foods he wants to cook and a mini cabinet set-up for his things and foods to be
placed.

Here are a few Kitchen Safety Rules for Children:

1. Have a full teacher supervision.

2. Practice and Instruct children to have a good knife safety tip.
3. Clean as you go.
4. Organize and put things at their proper place after playing.
5. Keep the place dry always.

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 PROPOSED ORIGINALLY DESIGNED AND/OR ADAPTED DEVELOPMENTALLY
APPROPRIATE PLAY/ PLAY-BASED LEARNING ACTIVITIES

DRAMATIC PLAY (3-4 years old)

Dramatic play teaches self-regulation. Interestingly, when children assign and accept roles
in dramatic play they are motivated to stick to them, thinking of them as rules to follow. Their own
rules. This helps them develop the ability to coordinate and plan with others as well as control their
impulses. Since the child love to cook, we have come up to adapt a Developmentally Appropriate
Play for the child to have his own store and selling some sweet foods. It is to promote his socials
and communication skills which he lacks at.

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