The function of play for children with disabilities

Abstract

In Psychology few references exist on playing between children with deficiency. The general objective of this research was to identify the importance of playing for these children in their psychological aspects, that evidence advantages for their physical, social and emotional development, through a bibliographical research in scientific articles, books and texts. When develop itself, the child passes from experience to think and in this transition playing is basic. Through it is acquired the necessary experience for sensorial, motor, perceptual, cognitive, affective and cultural the development. The act of playing also facilitates the learning process, since through it the child explores its body and its environment. The children with deficiency, however, many times are private of playing. These privations are based in beliefs of that the child with deficiency can’t play and that this activity is only a form to pass the time. However, all child is capable to play, with no importance for how severe is its deficiency. The playful act assists in its healthful development and through it, the deficiency is left away and remembers of that it is a child. The psychologist, in its practical, must mobilize itself so that the child with deficiency right to play fulfills. Thus, this research raised evidences of how playing is basic for the child with deficiency development, as well as indicated ways to guarantee such practical.