Boy feeds himself for first time thanks to play programme

​The programme is delivered across schools in the South Eastern Trust area where occupational therapists work with primary school teachers, speech and language therapists, classroom assistants and parents to support children who may be experiencing difficulties with play, communication and motor development, helping them to develop these skills. Therapists use a range of sensory and adult-led activities to encourage children to engage with toys and develop essential skills for learning and everyday life. Activities such as blanket sways, bubbles and sensory play help motivate children and build their confidence in engaging with toys.

The programme is already making a difference for children like Thomas who attends Downpatrick Primary School.

Thomas’ mum, Laura Geddis, explained that before joining the programme, her son found play very challenging, “Thomas was not really engaging with everyday toys and the demand of toys seemed overwhelming for him.

“The Ready Steady Play programme has really helped Thomas. He seems much more engaged with toys now and his eye contact has really improved.”

Laura, who recently celebrated a special milestone for her son, added: “We got a video yesterday showing Thomas lifting a spoon by himself and feeding himself for the first time ever. Since he was born, we have always had to spoon feed him, so that was a really special moment for us. The programme has really helped with that.”

South Eastern Trust, schools lead and occupational therapist, Meghan Roberts-Barr, explained that play is a vital part of children’s development: “As occupational therapists, we encourage engagement in everyday activities, which we call occupations. For children, their main occupation is play, so that is a big focus for our Team.

“The Ready Steady Play programme encourages children to take part in simple container play activities such as shape sorters or coin boxes. These types of activities help develop fine motor skills, attention and engagement, which are all important for later independence and learning tasks.

“We use a range of sensory or adult-led activities and gradually encourage children to manipulate toys. We then grade the activity to make it just the right challenge for each child. If it is achievable for them, we slowly increase the difficulty which helps improve their motor and cognitive skills.”

Clinical specialist occupational therapist, Sarah Alexander explained that when the team first met Thomas, engaging with toys was extremely difficult for him.

“Thomas was pushing toys away and finding play very overwhelming and stressful”, she said. “Once we identified sensory activities he enjoyed, such as deep pressure and blanket swings, we were able to introduce interaction with toys while also meeting his sensory needs. He responded really well to that and it allowed us to begin challenging his motor skills.”

Sarah added that as Thomas’ confidence grew, therapists were able to introduce more structured play activities within the classroom: “When Thomas began to play with toys and enjoy the interaction for the first time, we were then able to bring those skills back into the classroom, where he could attempt activities at the table that he would previously have pushed away. That has made a huge difference to his cognitive development and communication.

“Early intervention is a key part of the programme’s success. It is really important that we identify any challenges early. Sometimes children have not had enough opportunities to play with a range of toys that build strength, dexterity and motor skills. If we can support those skills early in a way that is motivating and enjoyable for the child, it can make a real difference.”

Teachers have also seen the positive impact of the programme in the classroom.

Downpatrick Primary School teacher, Rachel Dines, said the programme provides valuable support: “It is really beneficial for teachers to know this programme is available for children who may not be engaging in play activities or whose fine motor development is not where it should be.

“The programme provides practical strategies that can help children develop these skills and also supports communication with parents about the progress their child is making.”