Using teacher-mediated strategies as a framework, explain how an early special education teacher or another adult could provide guidance to a young child who only wants to play with one preferred toy? Should the child be allowed to continue to play with only his or her chosen toy? What benefits or challenges exist in this instance?

Question

What will be an ideal response?

Answer 1

Teachers or adults can provide guidance by slowly introducing additional toys or materials to a child as they engage with their preferred toy or materials. For example, if a child is only interested in reading a book about mice, then a teacher or an adult could introduce them to a toy mouse. They could ask the child to play with the mouse, identify ways the toy mouse looks different or similar to the mouse in the book. Then, they might introduce other materials such as cheese and ask the child what the mouse might do with the cheese. The goal is to slowly introduce new toys or materials into the child's current routine or preferences in an attempt to expand his or her current level of engagement and/or interaction. Student’s answers will vary on the second part of this question but should acknowledge that while a child’s choice or preference for certain toys is important, allowing a child to play with only one preferred toy may limit his or her continued growth and/or development in certain areas. The better choice is to help the child integrate new toys into their routines to expand their skills or development in key areas. For example, if a child only wants to play with a toy that lights up when a button is pushed, perhaps the teacher can introduce them to a car that lights up when it is pushed along the carpet. The child still has the stimulation from the lighted toy but is now required to use different motor skills such as pushing the car rather than pushing a button.