GUIDE FOR FACILITATORS

ABOUT PLAY GUIDE FOR FACILITATORS

This Play Guide shall help caregivers understand the different roles they might have
in playful experiences, HOW this support all of our learning and how to scaffold play
experiences to encourage children's learning, and their role in creating playful
environments that stimulate children's curiosity and imagination, and how
play can help to support emotional development and strengthen their relationship
with their children.

By understanding some of the different ways we play - play patterns - and the
different facilitation roles a caregiver can have in play, caregivers can be part of an
environment that supports children's Joyful learning and development. Playful
Patterns provides caregivers with the knowledge and tools they need to create
playful learning environments that inspire and nurture children's potential.

This Play Guide shall take each facilitator through different stages of Setup,
Administration, challenges, and the outcomes that each Play persona offers.

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 SPECTRUM OF FAMILY’S PLAY PATTERN
The spectrum of Family’s Play Pattern refers to the range of different play styles and
activities that families engage in together. This can include everything from highly
structured and competitive activities to more open-ended and imaginative play.

By understanding the family's play pattern, we can better recognize the level of
inclusiveness of the family members and create learning opportunities for the child
with play. These play patterns shall also guide the family in creating the best suited
environment for the child.

When families engage in inclusive play, they provide opportunities for all members
to participate in a way that is comfortable and enjoyable for not only the child but
to all of them. This can help to build stronger relationships, improve communication,
and enhance the child's social and emotional development.

For example, a family that engages in highly competitive activities, such as board
games or sports, may not be as inclusive for a child who struggles with winning and
losing. On the other hand, a family that engages in more open-ended and
imaginative play, such as storytelling or building with blocks, may be more inclusive

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for the child, as there is less pressure to perform or compete. By recognizing the
family's play pattern, we can also create learning opportunities for the child with
play. For example, a child may benefit from activities that focus on sensory
exploration or fine motor skills development. By incorporating these types of
activities into the family's play pattern, the child can build important skills while also
enjoying quality time with their family.

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LEARNING THROUGH PLAY - DEFINING PLAY PERSONAS
Family’s Play Pattern when combined with the Play Facilitation would give us the
Family’s Play Persona.

This Play Persona shall support the caregivers in understanding how to scaffold play
experiences to encourage children's learning, how to create play nurturing
environments that stimulate children's curiosity and imagination, and how to support
children's emotional development through play.

Similarly, the Play Persona shall support the educators and clinicians in identifying
the intervention activities and strategies that are best suited to the child and the
family.

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 Facilitating TDLK Learning Tools
Facilitation - Free Play / Play Pattern - Solitary Play

Setup
● Considering the play pattern (solitary), we need to be considerate of the fact
that the child’s engagement with the tool and its components shall depend
upon the child’s exposure to previously observed actions and behaviors.
● Therefore, it is recommended that the Facilitator (adult) administrates the tool
in front of the child without making him/her participate in the activity.
● The choice of tool also needs to be considerate of the child’s likes and dislikes
and the number of elements or components the tool has. The more elements
and components it has, the more chances of the child engaging in play or
manipulating the tool.

Administration
● We introduce the learning tool in the child’s environment and observe the
engagement. To initiate the engagement, the Facilitator (adult) need only
manipulate the environment and not direct the child.

Challenges
● Another thing that we need to be mindful of is the tool or the activity needs to
have the appropriate skill prerequisites for the child to engage independently.
These can be explorative or building activities.
● In case the child struggles to manipulate or engage with the tool, the Facilitator
(adult) can assist in making meaningful associations with
items/actions/imagination.

In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● AFTER THE SUCCESSFUL EXECUTION AND PRACTICE OF THE PLAY PERSONA
WE CAN EXPECT ENHANCED Primary skills like Active Observation (visual
perceptual) and Motor Imitation
● We can also observe Meaningful actions Associated with different objects.

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 Facilitating TD-LK Learning Tools
Facilitation - Free Play / Play Pattern - Parallel play

Setup
● We introduce the learning tool in the child’s environment.
● The choice of tool also needs to be considerate of the child’s likes and dislikes
and the number of elements or components it has. The more elements and
components it has, the more chances of the child engaging in play.

Administration
● To initiate the engagement, the Facilitator (adult) need only manipulate the
environment, which means the components of the learning tool can be placed
in a room, and not direct the child.
● The Facilitator also engages with the learning tool alongside the child, in using
the elements/components of the learning tool in its own manner.

Challenges
● In-case the child struggles, the Facilitator (s) can assist or guide the child in
making meaningful associations with items/actions/imagination.
● The facilitator answers the question(s) if asked and supports the child’s
creativity and perspective of interaction with the tool.

In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● This is an important stage to build a child's observational skills and lay the
groundwork for conceptual understanding of the tools or its individual
components.

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 Facilitating TDLK Learning Tools
Facilitation - Free Play / Play Pattern - Associative Play

Setup
● To set-up this administration, the Facilitator needs to introduce multiple (2-3)
learning tools in the child’s environment. This is done considering the nature
of facilitation and observed play pattern of the child.
● Progressing from parallel play, within this persona, we need to build upon the
child’s observational learning and conceptual understanding of the tools or
individual components being used.

Administration
● To initiate, the Facilitator needs to engage with any tool introduced, while the
child is in the same vicinity engaged in another activity. Always use the tools
or components that the child finds interesting, and which compels him/her to
engage in the activity.
● That is where, if the child wants the same learning tool or components, the
Facilitator can give it to the child and take the other tool kept or the Facilitator
offers the other tool(s) to the child.
● To elaborate on the experience, while engaged in play, the Facilitator can keep
asking about what the child is up to or wants to do.
● Keeping in mind the progression towards structured play, The Facilitator can
also communicate steps to be taken in an appropriate sequence for the
intended activity or help in the activity.

Challenges
● In case the child doesn’t show any engagement towards the activity, the
Facilitator can initiate interaction with the child to ask for help at various steps
of the activity.

In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● This initiation is to be performed considering the play-pattern, where we need
to provide exposure to social interaction and communication.

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 Facilitating TDLK Learning Tools
Facilitation - Free Play / Play Pattern - Cooperative Play

Setup
● To set-up this administration, the Facilitator needs to introduce multiple (2-3)
learning tools in the child’s environment. This is done considering the nature
of facilitation which needs to be led by a child.
● We also need to be considerate of the fact that the tools introduced should
complement the nature of play pattern.

Administration
● Firstly, the Facilitator (adult) needs to observe the interaction of the child with
the tools. If, in case, the child struggles or finds it challenging to engage with
the tool. The Facilitator shall intervene and demonstrate the meaningful
engagement with the tool.
● Secondly, the Facilitator needs to involve itself in the activity being
demonstrated by the child. This needs to be done by asking for permission
from the child in an interactive manner.
● Then, the Facilitator needs to play and execute the activity along with the child.

Challenges
● Under this persona, we shall consider a few prerequisites of the social domain.
For example- waiting and turn taking.
● The Facilitator needs to be mindful of the play pattern and let the child take
lead at certain points and also guide the child towards the objective of the
activity at certain points.

In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● This play persona supports achieving active listening, better social coordination
and problem-solving skills.

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 Facilitating TDLK Learning Tools
Facilitation - Structured Play / Play Pattern - Solitary Play

Setup
● With this Play Persona, we shall assume that the child already has achieved
individual engagement with the components of the tool and understands the
intended activity.
● The Facilitator is required to set-up a workstation for the child and align 1-2
activities (can be increased as per the child’s level) and mark them in a
particular order for the child to follow. Marking can be done using color cards,
shape cards or anything that interests the child.

Administration
● The Facilitator is required to introduce a timeslot within the child’s active
routine to schedule this workstation-based activity.
● The Facilitator is required to instruct the child at that timeslot to perform the
workstation-based activity. The activity can be monitored initially to set up the
familiarity of following the order.

Challenges
● The Facilitator is recommended to assist or help the child, wherever the child
finds any activity challenging or difficult.
● This persona is not recommended for introducing new skills. But only for
continuous practice purposes.
In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● After the practice a child can have a structure in his/ her routine.

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 Facilitating TDLK Learning Tools
Facilitation - Structured Play / Play Pattern - Parallel Play

Setup
● To introduce a learning tool or tools under this Persona, we can create a
workstation setup, or a play area designated for the tool’s interaction.

Administration
● Under this facilitation, we need to introduce the tools that the child can engage
with independently from start to finish.
● Considering the Play Pattern, we would require the child’s observational and
comprehension skills.

Challenges
● In case the child struggles, Play Partner, or the Facilitator, can assist or guide
the child in making meaningful associations with items/actions/imagination.
● The facilitator answers the question(s) if asked and supports the child’s
creativity and perspective of interaction with the tool.
In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● This is an important stage to build a child's observational skills and lay the
groundwork for conceptual understanding of the tools or its individual
components as the child engages with the tools in a particular order pre-
decided by the Facilitator.

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 Facilitating TDLK Learning Tools
Facilitation - Structured Play / Play Pattern - Associative Play

Setup
● To set-up this administration, the Facilitator needs to introduce multiple (2-3)
learning tools in the child’s environment. This is done considering the nature
of facilitation and observed play pattern of the child.
● Progressing from parallel play, within this persona, we need to build upon the
child’s observational learning and conceptual understanding of the tools or
individual components being used within the activity.

Administration
● To initiate, the Facilitator needs to engage with an activity while the child is
engaging in the presented activity in the specified play area or workstation
setup.
● Always use the tools or components that the child finds interesting, and which
compels him/her to engage in the activity.
● The facilitator needs to perform the activity in a very animated manner to grab
the child’s attention. That is where, if the child shows an interest in the
facilitator’s activity or learning tool, the Facilitator can offer an opportunity to
participate in the activity together.

Challenges
● To elaborate on the experience, while engaged in play, the Facilitator can keep
asking about what the child is up to or wants to do.
● The Facilitator can also initiate communication by asking if the child is finding
the activity interesting or not and can share his/her experience as well.
In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● After consistent practice and implementation we can see better social
interaction and communication skills of the child.

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 Facilitating TDLK Learning Tools
Facilitation - Structured Play / Play Pattern - Cooperative Play

Setup
● This Persona is recommended for introducing new learning tools that can be
played with two or more players.
● Tools that support higher order skills across cognitive, motor, and social skills
can be used under this administration.

Administration
● The facilitation supports introducing rules and regulations of the activity as it
progresses, and the play pattern supports the engagement between the
players.
● To administer the learning tool, firstly we need to make sure that the child is
aware and familiar with the individual components of the activity. If not, we
will take this opportunity to make the child familiar with the components and
the rules and regulations followed by them.

Challenges
● One thing to be kept in mind for this persona is that the Facilitator needs to
be perceptive of any signs of boredom or disinterest shown by the child towards
the activity. If any signs are observed, then the Facilitator needs to be more
animated in actions to make the child interested in the activity.
In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● Besides the improved social interaction and communication this play persona
targets the better understanding of rules of the game and keeping the
foundation of independent play and taking initiatives.

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 Facilitating TDLK Learning Tools
Facilitation - Guided Play / Play Pattern - Parallel Play

Setup
● Considering the play pattern, either the components of a learning tool need to
be divided into 2 parts or two to three separate tools need to be kept in the
play area.
● When divided, one for the child and one for the play partner, our intended
focus is to introduce the targeted skill.

Administration
● Under this facilitation, the facilitator(adult) needs to initiate and familiarize the
child with the various components and the activity to be performed and then
step back and observe (if another play partner is present).

Challenges
● During the administration of the tool, if the child finds it challenging to perform
the activity alone. Then the facilitator is requested to step-in and assist the
child in performing the activity by providing visual or motor cues.
● The facilitator answers any question(s) if asked and supports the child’s
creativity and perspective of interaction with the tool.
In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● This persona, supports and encourages the skills of imitation and active
observation, as the activity is being performed by the play partner or the
facilitator parallelly.

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 Facilitating TDLK Learning Tools
Facilitation - Guided Play / Play Pattern - Associative Play

Setup
● To set-up this persona, the facilitator needs to introduce multiple (2-3) learning
tools in the child’s environment.
● Progressing from parallel play, within this persona, we need to build upon the
child’s observational learning and conceptual understanding of the tools or
individual components being used.

Administration
● To initiate, the Facilitator needs to engage with any tool introduced, while the
child is in the same vicinity. Always use the tools or components that the child
finds interesting, and which compels him/her to engage in the activity.
● That is where, if the child wants the same learning tool or components, the
Facilitator can give it to the child and take the other tool kept or the Facilitator
offers the other tool(s) to the child.
● To elaborate on the experience, while engaged in play, the Facilitator can keep
asking about what the child is up to or wants to do. The Facilitator can also
initiate communication by asking for any shared components or help in the
activity.

Challenges
● In case the child doesn’t show any engagement towards the activity, the
Facilitator can initiate interaction with the child to ask for help or assistance or
just explain your objective of performing the activity.
In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● This initiation is to be performed considering the play-pattern, where we need
to provide exposure to social interaction and communication.

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 Facilitating TDLK Learning Tools
Facilitation - Guided Play / Play Pattern - Cooperative Play

Setup
● Under this persona, one limitation comes into play, of choosing the learning
tool. The learning tool chosen for this persona needs to be flexible enough to
be divided into two or more parts.

Administration
● To start with the administration, the facilitator needs to brief the child and the
play partner (if present) of the objective to be reached while engaging and
interacting with their part of the tool.
● Once the facilitator explains the objective and the common goal to be reached,
they can step away from the play area and just observe the proceedings.
● Let the child and the play partner (if present) decide their approach and
method to solve the problem.

Challenges
● The facilitator can step-in and assist the child wherever the child finds the
activity challenging or asks for help.
● Considering this persona, the facilitator can also step-in wherever the child
gets distracted from the common goal or objective of the activity.
In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● We can observe enhanced creativity skills and an initiative to perform the
intended activity independently (or with less support).

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 Facilitating TDLK Learning Tools
Facilitation - Games / Play Pattern - Solitary Play

Setup
● For this play persona keeps 2-3 learning tools in the child’s play area and lets
the child select the tool of his/her choice.
● This facilitation considers that the child can sit and engage independently with
the components of the game or tool(s).

Administration
● For Solitary Play Pattern - This persona and administration should be
limited to keeping the child engaged for a certain time-period or for practice
purposes. As, providing the social exposure of other play partners and moving
along the play patterns should be the utmost priority.

● For Parallel Play Pattern - This persona and administration can be used for
time-attack activities with the play partner(s) or for hosting a playful
competition with peers.

● For Associative Play Pattern - This persona and administration can be

followed to enhance exploratory skills or for finding alternative solutions to the
problem. This persona encourages analytical and logical thinking and
challenges the child to solve a problem on its own.

● For Cooperative Play Pattern - This persona and administration supports

social engagement with higher order social skills of interaction and
communication.

Challenges
● Under this play persona the common challenge faced across the play patterns
during the execution of the activity can be a child facing difficulty in
understanding the rules of the game.
In case of any challenges or resisting behavior exhibited by the child, speak to your
specialist (case manager) for further assistance.

Outcomes
● For Solitary Play Pattern - owning of skills and self-engagement skills.

● For Parallel Play Pattern - enhanced processing speed with working

memory skills of comprehension of rules of the game and performing them
within the activity.

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 ● For Associative Play Pattern - Improved analytical, problem solving and
observatory skills.

● For Cooperative Play Pattern - Enhanced understanding of the rules of the

game and playing in a coordinated way within the team format as well

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