Children of between 3-5 years of age that face difficulties in communication often consider playing a core part of their personalities. A challenging situation may stimulate a child refuse from engaging in play. When a kid is bullied by friends while playing, he or she may develop reduced ability to interact with other people in the future. Bullying may occur when a child’s toy is taken against his or her will or threats. In other instances, a kid may feel pressure due to not being given a chance to express personal views and preferences. In such a situation, difficulties experienced in playing with others may be complicated.
When children leave their home setup and start interacting with other children, in particular, sharing toys, space, and other inputs, they may develop coping mechanisms as they have to survive in a completely new situation. Some kids may have difficulty expressing themselves in such situations, while others may be overprotective of the place they reserve for themselves and their possessions. According to Pinchover and Shulman (652) when children are threatened in school, they normally shrink and prefer to play at home, where their feelings are appreciated.
Team building is an important aspect that can help overcome the abovementioned difficulties. Inviting parents to share thoughts concerning their children’s behavior is one of the major steps to be taken. Adults play a core role in diagnosing the problematic behavior since worked in the past for their kids as a solution can also apply in the current situation. Parents can detect the factors causing the children to develop difficulties and establish the causes of the difference in behavior in school and at home. In case the situation escalates, and the relatives are unable to offer the best solution, they can opt for the child to see a specialist.
Parents’ involvement is important in addressing the situation as some children face problems in a group setting while feeling completely safe at home. This normally happens when a child has been brought up without other siblings and thus has not learned how to share, ask politely, and relate with peers. The teacher or the adult managing such group sessions needs to implement the following simple practices to encourage engagement.
First, the adult should provide the children facing difficulties in playing with others with the necessary help. Since it is very hard for them to ask other children to play together, teaching them how to request help or involve in common activities is one of the best solutions (Pinchover and Shulman 660). Secondly, such children should be taught how to calm down in case of an upsetting situation or a conflict. Particularly, negative emotions can be neutralized by asking the offenders to apologize for the inappropriate behavior. Following such approach will help in alleviating arguments among children.
When kids experience complications is communication with others, and no intervention measures put are in place, they are likely to be defensive, angry and upset. Such children should be given a chance to vent their feelings and fears. Showing them sympathy and trying to understand them normally can improve the situation and give them time to learn interaction skills. In case the set interventions do not achieve the expected results, external intervention measures like seeking a specialist should be considered.
Work Cited
Pinchover, Shulamit, and Shulman, Cory. “You’re Playing Because It’s Fun”? Mothers’ and Teachers’ Perspectives Regarding Play Interactions with Children with ASD.” Journal of Developmental and Physical Disabilities, vol. 5, no. 28, 2016, pp. 643-664.