Infant Toddler Development Training
Module 3, Lesson 5
Skills Observed during Play Assessment
Observers should focus on the skills the child performs or demonstrates. The following are some examples of skills and behaviors that might be observed:
- Engagement in pretend play
- Curiosity
- Frustration levels and response
- On task
- Interactions with peers
- Types of symbolic play
- Communication
- Use of objects/toy
- Shows evidence of pleasure
- Interactions with facilitator
- Task persistence
- Toy preference
- Problem Solving
Toys Appropriate for Infants during Play Based Assessment
| Toy List A |
Toy List B |
| mobiles |
simple cause and effect toys such as those with switches or buttons |
| teething toys |
texture or yarn balls |
| rattle |
sound toys |
| small, simple toys to hold |
foam blocks |
| toys safe to throw |
soft balls |
| little things to climb on |
safe things to cuddle |
| safety mirrors |
toys safe to bang |
Toys Appropriate for Toddlers during Play Based Assessment
| Toy List A |
Toy List B |
| nesting objects |
modeling clay |
| non-toxic bubbles |
markers, chalk, crayons, paints |
| toys to ride, push, or pull |
blocks |
| things to climb on |
toy telephone |
| simple animal or action figures |
sand and water |
| musical instruments |
dress-up items |
| dolls representing various races and cultures |
books |
| small broom |
balls |
The Role of Parents in Play Based Assessment
Parents should be involved before, during and after the play based assessment. Before the assessment is to begin the family service coordinator might ask the parent what the child likes to play and what their favorite toy is. During the process the parent may be the person to interact with the child in order to elicit a more typical response. Or, the parent role may be to observe the play and perhaps coach the facilitator. The facilitator might even make suggestions to the parent regarding what the parent might do to extend or facilitate the play of the child. After the session, parents should be involved in the discussion of the child's performance and how they view the next steps for interventions. This is particularly important if the parent asks a question such as, "Do you think that Billy (the child's brother) can play ball with Sam?"
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